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External sources (not reviewed)

Kazakhstan noted with great satisfaction that the UPR [...]

[...] education both in the official language in public schools, and in the Saami language through traditional education.

[...] [...] be of a particular religious persuasion, public [...]

[...] [...] Korea, Denmark, Djibouti, Dominican Republic, Finland, Iceland, 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), [...] [...]

Morocco sought further information about Brunei Darussalam’s effort in the area of education, and human rights education, particularly within the school curriculum.

[...] access to education and to ensure that they complete their studies with success, UNESCO as the United Nations specialized agency for education, will continue [...] [...]

In support of regional economic integration in the CIS, the Government should expedite the processes of accession to the World Trade Organization on conditions meeting the priorities of economic development of Kazakhstan.

[...] [...] Brussels; an “education day”; United States Army lessons-learned exercises to be held in Kansas and in Washington, [...] [...]

To ensure customer satisfaction, many ESAB products carry a 100% Satisfaction Guarantee.

While expressing their satisfaction that the new programme management cycle now allows not only a top-down but also a bottom-up interaction which is expected to give a more important role to field offices and National Commissions in the design of the next programmes and budgets, participants unanimously stressed that cluster and regional consultations for the purpose of the preparation of the C/5 document or for any issue considered to be part and parcel of UNESCO’s core business shall not be funded from the Participation Programme but from other sources under the regular programme (see resolution adopted by the Consultation which is attached as Annex III).

[...] [...] inclusive education, with the aim of promoting an educational system that [...] [...]

Similarly education and health needs are [...] [...]

(M. Chemillier-Gendreau, Professor Emeritus, University of Paris VII); “Protecting general interests in the international community” (general course) (G. Gaja, Professor, University of Florence); “Developments in United Nations peacekeeping operations” (J. Cardona Lorens, Professor, University of Valencia); “State secession” (J. Dugard, Professor, University of Pretoria); “Interpretation of international law: theoretical and philosophical aspects” (D. Alland, Professor, University of Paris II); “Contemporary Chinese perspectives on international law” (H. Xue, Judge, International Court of Justice); “Influence of the multiplication of international courts and tribunals on the application of international law” (M. Iovane, Professor, University of Naples “Federico II”); and “United Nations High Commissioner for Human Rights and universality of human rights” (Z. Kedzia, Professor, Adam Mickiewicz University).

[...] needs facing the Sahel region, but longerterm [...]

6.71 There was a need to develop regional flagship projects, such as Madrasah education (Indonesia), lifelong learning education (Philippines), science education (Malaysia) or teacher training (for all Member States).

When two emperors divided the Empire, it was not quite according to language; nor were the ecclesiastical divisions more exact, since the great province of Illyricum, including Macedonia and all Greece, was attached to the West through at least a large part of the patristic period, and was governed by the archbishop of Thessalonica, not as its exarch or patriarch, but as papal legate.

[...] [...] is needed to satisfy its requirements [for education and transfer [...] [...]

[...] [...] Jerusalem, Kabul, Kathmandu, Kinshasa, Port-au-Prince, [...]

Since 2004, the Government has been engaged in extensive works aimed at bringing about and guaranteeing to every Cameroonian access to quality higher education meeting modern requirements and the general public's needs.

[...] [...] Council for Education in World Citizenship [...] [...]

The great historical works of the Benedictines of St-Maur need not be mentioned here, but Dom Sabatier's edition of the Old Latin Bible, and the new editions of Du Cange's glossaries must be noted.

The organization has expanded to national and international levels with the cooperation of the United Nations Development Programme (UNDP), the World Food Programme, Sustainability Education and Ecological Design International, Project AWARE United Kingdom, the Organic Crop Improvement Association International, the United States Agency for International Development and local universities such as Ardhi University and Dar Es Salaam University College of Education.

[...] [...] of Korea notes with satisfaction the gains made by [...]

[...] to ensure that education in school meets [...] [...]

[...] [...] Tinker Visiting Professor, Lozano Long Institute for Latin American Studies, University of Texas, United States [...] [...]

[...] [...] meet their health and education needs (Programme of [...] [...]

[...] [...] appropriate courses to meet the current needs of teachers.

[...] [...] to provide education that meets international standards and to satisfy the growing [...] [...]