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External sources (not reviewed)

Male adolescent detainees explained that classes were sometimes given on reading and religion by teachers, and that NGOs also taught them other skills such as hairdressing.

This will require English language courses for the teachers who currently teach only in French.

[...] 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 [...] [...]

[...] [...] teachers in teaching NCS students will be [...]

Functions include lecturing in family law, human rights, legal aspects of human resource management and employment discrimination, law of succession, alternative dispute resolution and contract law; research, curriculum development and administration.

[...] [...] 1994 and a lecturer on non-governmental organizations [...]

The GI prevents unauthorized parties from [...] [...]

UNESCO was also urged to increase action with respect to the introduction and use of ICTs at all levels of education, especially through the development of national distance education courses and access to other online content to be made available in Arabic, multilingual content development, and enhancing lifelong learning opportunities through access to diversified delivery systems.

We will continue to step up education support to the NCS students which includes, among others, our collaboration with ethnic minority communities and NGOs to encourage the NCS parents’ participation in diversified Chinese activities together with their children to enhance their children’s exposure to and use of Chinese, summer bridging programmes specifically for the NCS students progressing to Primary 1 and Primary 4 to be expanded to allow the NCS parents to accompany their children to learn Chinese, an incentive grant scheme to be launched to enhance the professional competencies of Chinese Language teachers in teaching the NCS students with setting of appropriate targets for the NCS students’ acquisition of Chinese and a longitudinal study to be conducted to further evaluate the effectiveness of measures to support the NCS students’ learning of Chinese, with a view to improving the learning and teaching of the Chinese Language.

[...] [...] management course, a predominantly web-based programme.

The emergence of English as the primary language for academic discourse as well as international trade, resulting in a desire to receive instruction in English among many science, engineering, and business students.

[...] [...] curriculum needs in several African countries; the revision [...] [...]

[...] cooperation course offering among those being adapted in Africa is at the “barefoot [...] [...]

[...] [...] level (two courses per year) and in the five African regions (two regions [...]

[...] [...] school history textbooks to give more visibility to people of African descent.

An amount of $25,600 is proposed for travel by firearms training instructors of the Security and Safety Service to attend a workshop in UNIFIL to assess and test updated instruction programmes, firearms training and policy developments.

This will continue on an informal basis every three [...]

Informal extra-curricula consist in educative [...] [...]

With the aim of reducing the dropout rate and improving student survival, it has implemented Alternative delivery modes and the Alternative learning system have been launched, as well as a Training-for-work scholarship programme to help job-seekers upgrade their skills and competencies.

Illiterate prisoners under 25 years of age or who have not finished compulsory education have the right to attend classes of the respective educational programme either in Chinese or Portuguese, as well as to participate in other educational activities organized by the Prison Establishment.

[...] resulting from unauthorized service.

State schools and municipal pre-school and general education establishments offer conditions for pupils belonging to national minorities to learn their native tongue additionally where there is a realistic need, a specialist of that language is available and the education process is conducted in a different language of instruction.

Constant engagements by the Malaysian Government with various international organizations such as the United Nations Children’s Fund (UNICEF) and the Office of the United Nations High Commissioner for Refugees (UNHCR), and civil societies, reflect the need in ensuring that children of illegal immigrants attend informal classes to be conducted by NGOs, such as, through communitybased schooling.

The UNESCO Offices in Cambodia, Congo, Haiti, Kazakhstan, Papua New Guinea and Zimbabwe have been involved in the implementation of the project’s first objective – Basic skills, training of marginalized youth in craft workshops and non-formal education courses with the skills training of some 175 young girls and boys, sales exhibitions of new products and the development of local marketing channels.

The training course included lectures and tutoring in static processing of both continuous and survey mode measurements; defining global, regional and local reference frames; temporal and spatial filtering of time series; combining solutions to estimate post-seismic and long-term crustal deformation; handling step-displacements resulting from earthquakes; and instrument changes.

[...] [...] organization of lectures to members [...] [...]

(g) Adapt the school curriculum to suit the particular situation of the local communities, make use of local teachers to help children who are experiencing language difficulties and revise the language-instruction policy to reflect international standards regarding cultural rights.