| 单词 | 教育工作者 | ||||||||||||||||||||||||||||||||||||||||||||||||
| 释义 | 教育工作者—educatorSee also:教育n—educationn teachingn 教育pl—schoolspl 工作者pl—workerspl 工作者n—workern
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根据 2004 年对《儿童保护法》的修正，有特殊需要儿童的教师和教育工 作者必须符合法律规定的要求，并适合这种工作。 daccess-ods.un.org | Under the amendment made to the Child Protection [...] Act in 2004, teachersand educators of children withspecial needs [...]must conform to the requirements [...]established by law and be suitable for this work. daccess-ods.un.org |
萨克尔(Saqer)是联合国儿童基金会支持的拉法青少年友好中心的一名教育工作者。 unicef.org | Saqer is an educator inaUNICEF-supported [...] Adolescent-Friendly Space in Rafah. unicef.org |
根据《工作和休息时间法》，下述各类的工作已经缩短了工作时间： 从事地下工作、对健康构成危害的工作或特殊性质的工作的雇员――最多每 天七小时既每周三十五个小时；在学校和其他托儿机构工作的教师和教育工 作者，在教育工作的其他人员以及根据与保健服务提供机构订立的雇用合同 工作的心理学家和语言治疗师――最多每天七小时既每周三十五个小时。 daccess-ods.un.org | Under the Working and Rest Time Act, the following categories of workers have reduced working time: employees who perform underground work, work that poses a health hazard or work of a special nature — up to seven hours per day [...] or thirty-five hours [...] per week; teachers andeducators working in schools and other child care institutions, and other persons working in the area of education, and psychologists [...]and speech therapists [...]working on the basis of employment contracts entered into with a provider of health care services — up to seven hours per day or thirty-five hours per week. daccess-ods.un.org |
从向教育工作者的初期咨询到完成和交付，Bridge为日益增长的用户提供卓越的端对端服务。 tipschina.gov.cn | From the initial [...] consultation witheducators to fulfillment [...]and delivery, Bridge provides unparalleled end-to-end services [...]to a growing list of customers. tipschina.gov.cn |
教科文组织为了落实达喀尔 论坛精神，在以下四个方面确定了自己的 职责和行动：(1)支持各国全民教育（EFA） 行动计划,重点是(根据各国的需要，并在 诸如联合国国别共同评估/发展援助框架) （CCA/UNDAF）等现有的发展框架内， 或在诸如减贫战略文件（PRSP）等其它 [...] 计划范围内）帮助各国拟订和实施它们的 全民教育计划；(2) [...] 提高能力：首先是提高 各国负责拟订和实施国家全民教育计划相 关人员；其次是教育工作者，包括决策者、 教育机构负责人、制定课程人员、培训者 和教师等；(3) [...]在全民教育的各个方面，动 员全球和国家这两级的合作伙伴筹集资金， [...]并促进机构间的合作与协作；(4) 通过发行 独立的全民教育全球监测年度报告，来监 督检查各项活动的进展情况。 unesdoc.unesco.org | UNESCO defines its functions and actions for the Dakar follow-up in four areas: (1) supporting National EFA Action Plans, with the focus on assisting the countries to develop (according to their needs and within existing development frameworks such as CCA/UNDAF or other plans such as PRSP) and implement their national EFA plan; (2) building capacity, first for national stakeholders who are responsible for preparing and implementing the [...] National EFA plans and [...] secondly, among educators, including policy- and decisionmakers, heads of [...]institutions, curriculum [...]developers, trainers and teachers; (3) mobilizing partners at the global and national levels to mobilize resources and promote inter-agency cooperation and collaboration in the various EFA processes; and (4) monitoring progress by issuing an independent annual EFA Global Monitoring Report. unesdoc.unesco.org |
教科文组织与其他联合国机构一道，通过将备灾纳入学校和教师教育机构、教育规 划者的能力建设、管理者和教育工作者灾后教育计划的规划与管理，以及引入关于紧急教育 的国际标准，向中国政府提供支持。 unesdoc.unesco.org | Along with other United Nations agencies, UNESCO supports the Government of China through the introduction of disaster preparedness in schools and teacher education institutions, capacity building of education planners, administrators and educators in planning and managing education programmes in postdisaster situations and introduction of international standards on emergency education. unesdoc.unesco.org |
国家以及适当情况下的政府相关主管部门应确保对政府官员、公务员、法官、 执法官员和军事人员进行适当的人权培训，必要时还应进行国际人道主义法和国 际刑法的培训，应鼓励对教师、培训人员和其他教育工作者和代表政府行事的私 营部门人员进行适当的人权培训。 daccess-ods.un.org | States, and where applicable relevant governmental authorities, should ensure adequate training in human rights and, where appropriate, international humanitarian law and international criminal law, of State officials, civil servants, judges, law enforcement officials and military personnel, as well as promote [...] adequate training in human [...] rights for teachers, trainers andother educators and private personnel acting onbehalf of [...]the State. daccess-ods.un.org |
在加强合作以强化治安能力的同时，我们也致力 于通过两个幼儿中心来改善该国的初等教育。智利的 志愿人员和海地教育工作者努力在这两个中心提供 最好的教育条件和平等受教育的机会，帮助幼儿发展 技能和能力，培养其良好心态，从而为海地家庭提供 [...] 帮助。 daccess-ods.un.org | Along with strengthening cooperation in building policing capacity, we are also [...] committed to [...] improving primaryeducation,through two early childhood centres where Chilean volunteers and Haitian educators [...]work to provide the best [...]educational conditions, with equal access, to develop skills, abilities and attitudes, to support Haitian families. daccess-ods.un.org |
这次高级别区域会议聚集了该区域各国的部长、教育工作者、发展伙伴、民 间社会代表和专家，以确定综合办法和具体政策措施，以便理事会用来推动全民 [...] 教育，尤其是发挥教育的作用，推动实现全部千年发展目标。 daccess-ods.un.org | The high-level regional meeting brought together ministers [...] from theregion,education practitioners,development partners, [...]civil society representatives [...]and experts to identify integrated approaches and concrete policy measures that the Council can promote in the context of the annual ministerial review, and more particularly on the role education can play in contributing to the realization of all the Millennium Development Goals. daccess-ods.un.org |
这可通过以下方 面来实现：采取适当的立法，对从事儿童工作和为儿童服务的专业人员进行培 训，以及开展针对家长、教育工作者、政府行政官员、司法人员乃至整个社会的 关于在所有影响到儿童的事务中儿童有使其意见得到考虑并被听取意见的权利的 教育宣传和通信战略。 daccess-ods.un.org | This may be achieved through, inter alia, the adoption of appropriate legislation, the training of [...] professionals working with and for [...] children andeducational information andcommunication strategies intended to, inter alia, parents,educators,Government administrative [...]officials, [...]the judiciary and society at large on children’s right to have their views taken into account and to be heard in all matters affecting them. daccess-ods.un.org |
虽然各国政府对本国 [...] 老年人口负有首要责任，但它们需要努力建立有效的同盟，让所有行为者都参与： 非政府组织、私营部门、国际组织、教育工作者、保健专业人员等等，当然还有 老年人协会本身。 monitoringris.org | While Governments have the primary responsibility towards their older populations, they need to work through effective coalitions engaging all actors: from non-governmental organizations to [...] the private sector, from international [...] organizationsto educatorsandhealth professionals, [...]and of course, associations of older people themselves. monitoringris.org |
他是美国商务部华盛顿州区域出口委员会成员、西雅图扶轮社成员、大西雅图贸易发展联盟顾问委员会成员、西雅图大学阿尔伯斯经济及工商管理学院全球商业顾问委员会成员、国际教育工作者协会中东小组成员，以及Taproot剧院顾问委员会成员。 bellevuecn.com | He is a member of the U.S. Secretary of Commerce-appointed District Export Council for Washington State, the Seattle Rotary Club, the Advisory Board of the Trade Development Alliance of the Greater Seattle Chamber of Commerce, the Global Business Advisory Board of Seattle University’s Albers School of Business and Economics, the Middle [...] East Interest Group of NAFSA: [...] Associationof International Educators, and amember [...]of the Taproot Theatre Advisory Board. bellevuecn.com |
本办事处为确保环境的可持续性（目标 7）采取多项行动，其中包括为促进环境 [...] 和可持续发展协调地中海教育举措，这促使 2 600 多名教育者和非政府组织网络 [...] 致力于环境保护和可持续发展；根据《联合国教育促进可持续发展十年》 （2005-2014 年），出版和分发了 12 000 多份教育资料，而且使用这些资料为地中 海的教育工作者组织了 24 次以上的国家和国际研讨会；促进在地中海的可持续 消费教育；以及积极参与欧洲联盟水倡议中涉及地中海的部分举措，大力促进《约 [...]翰内斯堡执行计划》。 daccess-ods.un.org | The Office undertook a number of actions to ensure environmental sustainability (Goal 7), including the coordination of the Mediterranean educational initiative for environment and sustainability, which facilitates a network of over 2,600 educators and non-governmental organizations working on environmental protection and sustainable development; the publication and distribution of more than 12,000 copies of educational materials in view of [...] the United Nations Decade of [...] Education for Sustainable Development (2005-2014) and the organization of more than 24 national and international seminars for educators intheMediterranean, [...]using those materials; [...]the promotion of education for sustainable consumption in the Mediterranean; and active participation in the Mediterranean component of the European Union Water Initiative, a key contribution to the Johannesburg Plan of Implementation. daccess-ods.un.org |
我 们 要 完 成 这 个 目 标 ， 需 [...] 要 聘 用 合 格 且 坚 定的教 育 工 作 者，需要 开 展 研 究 、 评 [...]估 我 们 的 发 展 、 调 整 适 应 学 生 的 要 求 ， 需 要 投 资 于 技 术 和 专 [...]业 的 发 展 ， 需 要 创 造 特 定 的 课 程 比 如 我 们 高 级 数 学 课 程 、 磁 性 课 程 以 及 混 合 课 程 ， 需 要 使 我 们 置 身 于 文 化 的 指 引 和 支 持 中 ， 需 要 鼓 励 对 文 化 、 视 角 和 旅 行 的 探 索 ， 需 要 促 进 和 支 持 服 务 式 学 习 ， 还 需 要 将 家 长 纳 入 教 育 和 指 导 过程中来。 fairmontschools.com | We accomplish this goal by employing [...] qualified, committed educators whobelieve in our [...]mission; by conducting research, [...]assessing our progress, and adjusting to meet student needs; by investing in technology and professional development; by creating specialized programs such as our advanced math track, magnet programs, and hybrid courses; by grounding ourselves in a culture of guidance, and support; by encouraging exploration of cultures, viewpoints, and travel; by promoting and supporting service learning; and by involving parents in the education and guidance process. fairmontschools.com |
一些非政府组织指出，家庭在教育、社会化和传授价值观方面具有重要的作用，应当 促进家庭与其它教育者之间、学校与媒体之间的协调工作。 unesdoc.unesco.org | Several NGOs pointed to the important role of the family for education, socialization and transmission of [...] values, and the need to encourage coordination [...] between the family andthe other educational agents, the school and the media. unesdoc.unesco.org |
许多国家建议，必须大力加强各级科技教育（包括支持青年科学工作者和为建立图书 馆和实验室动员潜在的捐资者），还建议教科文组织应在教育部门与自然科学部门之间扩大 32 C/5 中的跨部门联合行动。 unesdoc.unesco.org | Many countries suggested that [...] science and technologyeducation at all levels needs to be significantly strengthened (including support to young scientists and the mobilization of potential donors for the establishment [...]of libraries [...]and laboratories) and that UNESCO should expand the joint intersectoral action of document 32 C/5 between the Education Sector and the Natural Sciences Sector. unesdoc.unesco.org |
委员会建议缔 [...] 约国利用现代的社会传播策略，将本结论性意见转告政府和议会成员、相关部委 官员和教育、医务及法律工作者等相关专业群体成员以及地方当局、私营部门和 媒体，供其考虑并采取行动。 daccess-ods.un.org | The Committee recommends that the State party transmit the concluding observations for consideration and action to members of the Government and Parliament, officials in the relevant Ministries, the Judiciary and [...] members of relevant [...] professional groups, such as education, medical and legal professionals, [...]as well as to local authorities, [...]the private sector, and the media, using modern social communication strategies. daccess-ods.un.org |
优质教育的下列方面受到了重视：支持课程体系的审查 [...] 和修订，特别是根据各国的优先工作和阿拉伯世界的需求纳入价值观教育和伦理教育；“以 学习者为中心”的教育；改进教学工作，包括能力培养和教师培训；提高教师地位；制定标 准进行评估；制订关于优质教育的国家标准。 unesdoc.unesco.org | The following elements of quality education were highlighted: focus on assistance in curricula review and revision, particularly the introduction of values education and ethical approaches, in accordance with [...] national priorities and [...] Arab needs; “learner-centred” education; improvement of teaching including [...]capacity-building and teacher training; improvement in the [...]status of teachers; development of benchmarking and assessment; elaboration of national standards regarding quality education. unesdoc.unesco.org |
为了加强民研计划的公民教育工作，我们在过去一年，都在我们的定期新闻公报中附加一个关於民意研究的小栏目，与读者分享和讨论民意研究的经验和心得，今日的专题栏目是「民研计划简介」。 hkupop.hku.hk | For the whole of last year, we have included in [...] our regular press releasesasmall educational section forthe purpose of sharing our research experience with thereaders and thegeneral public, and the subject [...]of our education [...]section today is "About HKUPOP". hkupop.hku.hk |
委员会还建议加强对所有从事儿童工 作的专业群体、尤其是执法人员、移民官员、媒体、教师、医务人员、社会工作 者和儿童保育机构工作人员进行适当和有系统的培训。 daccess-ods.un.org | It also recommends the reinforcement of adequate and systematic training of all [...] professional groups working for and with children, in particular law enforcement [...] officials, immigration officials,media, teachers, healthpersonnel, social workers and [...]personnel of childcare institutions. daccess-ods.un.org |
美国代表团表示，鉴于非传染性疾病的多因素性质，包括终身膳食结构，处理 这一问题时应当谨慎；全球战略的若干项建议如消费者教育应当在国家一级实施， 因而不属于食典委的职责范围；食典委关于营养和标签问题的工作应当在其职责范 围内进行。 codexalimentarius.org | The Delegation of the United States expressed the view that this question should be approached carefully in view of the multi-factorial nature of non-communicable diseases, including life-long dietary patterns, that several recommendations of the Global [...] Strategy should be implemented at the national level, such asconsumer education, but werenot within the mandate of Codex, and that Codex workon nutrition and labelling issues should proceed within its terms of reference. [...] codexalimentarius.org |
同 时，在各级 主管当局 、国家机构、国际发展 伙伴和非政府组织在教育部 门 精 诚 合 作下，在人民、僧 侣 、长者、教育、青 年和 体育部 高 级 领导与 各 级 教育官员积 极 参 与 下，教育、青 年和体育部 的工作与 本 区 域和全球其他国家的教育工作取得了同步发展和进步。 daccess-ods.un.org | In the meantime, education sector has attained good cooperation among the authorities of all levels, national institutions, international development partners and [...] NGOs as well as the [...] participation of the people, monks,seniors,senior leadership of the Ministry and education officials of all levels, which drive the work of the Ministry ofEducation,Youth and Sports to progress and develop as the [...]neighbouring countries [...]in the region and in the globe. daccess-ods.un.org |
在访问期间，工作组发现，非洲人后裔在葡萄牙面临的挑战主要涉及他们 作为一个特定群体在葡萄牙国家政策和立法框架中得不到承认；其在历史上对 该国的建设和发展作出积极贡献得不到承认；没有按种族或族裔分列的定性和 定量的分类数据；贫困、获得教育、公共服务和就业机会不平等，以及在行政 和司法制度运作方面的歧视，形成恶性循环；存在种族貌相和警察暴力；在政 治和体制决策进程中代表不足，以及葡萄牙缺少针对非洲人后裔或其他少数群 体的具体措施或扶持行动政策。 daccess-ods.un.org | During their visit, the WorkingGroup 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 accessto education, publicservices, [...] 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. daccess-ods.un.org |
优质教育、技能培训和终身培训不仅对于新参加工作者十分重要，而且对于 已经进入劳动市场的个人也十分重要，因为他们可能有着教育缺陷(在其所接受 教育和技能培训的质量和数量方面)或技能已过时。 daccess-ods.un.org | Quality education, skills training and lifelong training are important not only for new entrants but also for [...] individuals who are already [...]in the labour market, since they may have educational deficiencies (quality and quantity of education and skills training received) or obsolescent skills. daccess-ods.un.org |
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