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External sources (not reviewed)

Focus will be placed on promoting systemic reform of secondary education curriculum as well as national policies for enhancing linkages between general secondary and vocational programmes, the emphasis being on life skills development for employability and effective citizenship.

For example, if gender norms reinforce early pregnancy, there may be lack of awareness of girls’ rights to education and equality among family members and of the health risks of pregnancy for young adolescents; lack of positive leadership by community elders, local teachers and political leaders regarding gender roles; lack of education regarding women’s rights and gender equality in national school curricula, coupled with forced pregnancy testing in schools or other policies that reinforce gender norms; national legislation that directly discriminates against women and girls or has a disproportionate adverse impact on them; economic pressures that contribute to early marriage and pregnancy; or a combination of the above.

[...] [...] leaders’ programme, a two-weekcourse,conducted twice annually at a host Member State, for 26 candidates from Member States, the Secretariat, the United Nations agencies, programmes and funds); the senior leaders’ programme, a compulsory orientationcourse for allmission personnel [...][...]

[...] assistance in curricula reviewand revision, [...][...]

(b) Building sector interventions on ODS related issues (given that most of the energy demand in building is associated with the operation of the refrigeration and air-conditioning deployed), in order to engage with regulatory authorities like the Ministry of Urban Development, the Bureau of Energy Efficiency, the Ministry of New and Renewable Energy, that have issued codes/standards for buildings and incorporate appropriate specifications for alternatives to HCFC-based equipment in these codes; promote HCFC-free building design and construction through local agencies such as the Green Building Congress; enhance the capacity of architects through the Council of Architecture, and prepare a template for amending curriculumin architectural institutes to mainstream HCFC free building design and construction.

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Uganda reported that MRE is conducted by two accredited international non-governmental organisations, that their activities are coordinated by Uganda’s Mine Action Centre and that these activities include direct presentations by MRE teams in affected communities, teaching schools, training drama groups for mobile live performances and the use of small and mass media to communicate messages.

The key factors that facilitated the smooth implementation by SIAP of all planned activities for 2009 were: (a) the strong support of the host Government, Japan, which continued to provide the bulk of cash contributions, administrative and infrastructure support, and fellowships for all four SIAP-Japan International Cooperation Agency (JICA) Tokyo Metropolitan Area (TMA)-based trainingcourses;(b) the strong support of many other member States: cash and in kind contributions from those member States increased in 2009 compared with their level in 2008; and (c) close collaboration with United Nations agencies and international organizations, which provided the opportunity to combine efforts and address effectively the diverse capability-building needs of developing member States in the region.

In pursuance of the Organization of Education Act, royal decrees have been issued laying down minimum educational content in the three stages of schooling - pre-primary, primary and secondary, thus establishing the basic elements of the syllabi for the teaching of languages, music and the dance and as a step in the general organization of teaching of sports, plastic arts and design.

[...] [...] participate in externalcourses on basic and advanced interview techniques ($89,600), as well as travel for a retreat in New York to train all investigators with a view to improving the conduct of investigations of possible misconduct ($167,500); and participation of Inspection and Evaluation Division staff in advanced training courseson programme [...]

There were, likewise, many elements of tannaitic tradition, especially the midrashic exegesis of the Bible, as well as numerous halakic interpretations, lexicographical and material, which were ready for incorporation into the Talmud in its more restricted meaning of the interpretation of the Mishnah of Judah I. When this Mishnah became the standard halakic work, both as a source for decisions of questions of religious law, and, even more especially, as a subject of study in the academies, the Talmud interpretation of the mishnaic text, both in theory and in practise, naturally became the most important branch of study, and included the other branches of traditional science, being derived from the Halakah and the Midrash (halakic exegesis), and also including haggadic material, though to a minor degree.

However, in South Asia and South-East Asia, subregional training institutions focusing on courseson subregional operations would be more helpful and effective in the short term and help overcome some of the financial and capacity constraints.

[...] family training sessions for pregnant [...][...]

In response to questions from representatives, he clarified that the final report on the evaluation of customs officers training and licensing system projects would cover the question of whether the equipment supplied to customs officers for identification of ODS was of the required type and number; that a desk study was a necessary precursor to a field study, enabling him to verify with the Executive Committee that he was indeed studying the issues that the members considered most relevant; and that the determination of subjects for evaluation was made independently by him, as desired by the Executive Committee, and then discussed collaboratively within the Secretariat.

The Maldives College of Higher Education offers a range of accredited graduate and non-graduate education and trainingprograms,through its different faculties.

[...] [...] conferences andcourses,supportfor the [...][...]

(c) Judges and lawyers on the specific obligations under the Convention, especially in the training coursesprovided by the Judicial Studies Board.

But they had already been radicalised for at least a year through dakwah (religious outreach) activities in high school and extracurricular study groups, so that by the time they encountered Atok, it did not take much to convince them to sign up.

Clarins has made it possible for a team to develop over the last three years a long-term programme to help the street children of Alexandria: setting up centres where the children can spend part of their day, the organization of literacy programmes and the development of complete socialization projects that allow these otherwise "forgotten" children to be part of society for good.

[...] studying short-term English courses.

Highlights included participation in the United Nations’ annual meeting of national mine action directors, in the United Nations’ Disarmament Fellowship Training Programme, in international training courses for senior mine action managers which were organised by Jordan and by James Madison University’s Mine Action Information Centre, in regional or special seminars organised by the GICHD, NATO and the Croatian-based Centre for Security Cooperation, and in seminars for new diplomats which were organized by the GICHD and the Geneva Forum.

Efforts are being made in rebuilding education systems in post-crisis contexts in many countries, including support to education management information systems; curriculum reform; systems for teacher capacity development; payroll and other financial management systems; and other contributions to policy reform and sector development.

[...] [...] training and refresher courses.

The Representative of FAO informed the Commission that FAO had conducted studies on the impact of private standards and was ready to work with WHO, taking into account the work underway in WTO, to prepare a paper on this subject for consideration by the next session of the Executive Committee.

Focus areas included: reforming and updating the legislative and policy frameworks; launching education and training programmes for different target audiences; developing information collection and communication systems; and strengthening research on a broad range of subjects, including sustainable forest management, sound use of wood, ecosystem services, etc.

Those efforts included encouraging universities to offer modules on space law as part of existing international law courses or as specialized programmes; providing fellowships for graduate and postgraduate education in space law; assisting the development of national space legislation and policy frameworks; organizing workshops, seminars and other specialized activities to promote greater understanding of space law; providing financial and technical support for legal research; preparing dedicated studies, papers and publications on space law; supporting space law moot court competitions; supporting the participation of young professionals in regional and international meetings relating to space law; providing for training and other opportunities to build experience; and supporting entities dedicated to the study of and research relating to space law.