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External sources (not reviewed)

This should include support for efforts to promote literacy,

A large number of Member States supported increased action by UNESCO in the field of ICTs and education, through a joint initiative involving Major Programmes I and V. Nevertheless, the focus suggested differed among Member States, ranging from

As a result of the meeting, UNESCO and WFP agreed to strengthen their cooperation in the following areas: Education of girls,

IBE’s efforts in curriculum development for HIV/AIDS prevention concentrated on making available more and more information by adding 100 curriculum materials in the Global Content Bank, distributing over 500 copies of the CD-ROM “Global Curriculum Bank for HIV/AIDS Preventive Education”, completely upgrading the IBE HIV/AIDS website, creating (in coordination with all other UNESCO clearing houses) a common access web page, elaborating the second version of IBE appraisal criteria used to evaluate good practices and HIV/AIDS curricula, and elaborating

One delegate felt that further efforts should be pursued in this regard, building on the experience carried out in Asia by the UNESCO Office in

Despite their differing approaches to priorities within EFA, many Member States underlined the importance of securing for Major

Policies for the structural improvement of technical and vocational education should be established within the framework of broad policies designed to implement the principle of lifelong education through the creation of open, flexible and complementary structures for education, training and educational and vocational guidance, considering the provisions of

Activities for these windows are intersectoral, involving SHS, ED and CI, and

Responding to the need for information on educational activities, which take place outside the formal school system, the UIS is cooperating with the Basic Education Division, the Asia-Pacific Cultural Centre for UNESCO (ACCU) of Japan and selected Member States, in launching pilot projects to establish

In India, the research-action project conducted in partnership with the nongovernmental organization (NGO) Initiative for Social Change and Action (ISCA) and the UNESCO Office in Delhi, for

The distinctive education of indigenous peoples is recognized in article 113 of the Constitution through the institution of a

The Committee recommends that such education be adapted

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

Policies that support gender equality in access,

As stated in its Medium-Term Strategy for 2002-2007 (31 C/4) the Organization is firmly committed to mainstreaming throughout all its programmes the needs and requirements of the LDCs, in particular by “targeting the most disadvantaged groups (women and youth) and identifying specific actions for them; spreading and

UNICEF will cooperate in the following areas: (a) strengthening the institutional capacity of the education system in planning, budgeting, management and monitoring; (b) improving the capacity of parents and teachers to provide quality care and education of children aged 0-6 years; (c) improving the enrolment, survival and transition rates of schoolaged children from disadvantaged

To date, nine months into implementation, gaps in national and institutional capacity have been identified and are in the process of being strengthened, particularly in the areas of

A number of NGOs hailed UNESCO’s engagement in education for sustainable development and recommended that the