This document discusses human rights education in a changing historical context. It notes increasing contradictions in the world between economic growth and environmental stress, as well as poverty reduction but also new vulnerabilities. While the world is more interconnected, there are also more divisions. It advocates for a humanistic approach to education that promotes sustainable human development, diversity, and core ethical values like dignity, justice, and responsibility. A humanistic education gives equal importance to education's multiple dimensions as a public good. It promotes an integrated approach to learning and achieving the UN's Sustainable Development Goal of inclusive, equitable, quality education for all through 2030.
Human rights education aims to encourage participatory learning, strengthen the rule of law, and promote a holistic and transformative understanding of human rights. It seeks to develop knowledge, skills, values and attitudes related to human rights. The United Nations has promoted human rights education through various programs and declarations over the past decades. Effective human rights education methodology incorporates understanding values and attitudes in addition to building knowledge and skills.
Sarah Boyd - CSW60 Reflection - The personal is the politicalSarah Boyd
The document discusses the 60th session of the UN Commission on the Status of Women (CSW60) and the role of civil society. It notes that CSW60 focused on implementing the 2030 Agenda for Sustainable Development, specifically women's empowerment and ending violence against women. As NGO delegates, the authors advised the Australian delegation and facilitated civil society participation from Australia and the Asia-Pacific region. Despite challenges, the agreed conclusions recognized the importance of civil society and advancing women's rights will require strong feminist civil society engagement. The personal experiences of women's rights activists from around the world who attended CSW60 show that women's rights remain contested but CSW provides an opportunity for connection and strategizing across issues and
Sustainable Peace and Development CampaigneWOREC Nepal
WOREC is a Human Rights Organization, persistently working for the protection and promotion of Human Right in Nepal since its establishment in 1991. WOREC is continuously advocating for peace and social justice through promotion of human rights, democracy and elimination of all kinds of violence, particularly, violence against women. WOREC has been working as a pool between people in the community to the policy making level and creating space to raise the voices of unheard and marginalized groups to be heard. The peace project is being implemented by WOREC Nepal in support of MISEREOR Germany.
Community development in education advocates for creating innovative programs and collaboration between community members to advance community learning and sustainability. It aims to equip communities with the skills needed to undertake activities of their choosing. Key aspects of community development in education include lifelong learning, community involvement, efficient use of resources, self-determination, self-help, leadership development, institutional responsiveness, integrated delivery of services, and decentralization. Community educators work with people of all ages across a variety of settings and programs to address community needs through learning and prepare individuals for active community life.
The document discusses the importance of diversity and equal opportunity in professional organizations. It outlines the goals of maximizing awareness of diversity issues, effectively monitoring diversity, understanding barriers to diversity, and ensuring equal opportunity. It also discusses the roles of key stakeholders in promoting diversity, current UK anti-discrimination legislation, and the public sector equality duty to eliminate discrimination and advance equality.
This document defines human rights education and discusses its need and objectives. Human rights education is defined by the UN as a lifelong process of learning respect for human dignity and ensuring that respect. The need for human rights education is to raise awareness of rights, develop global perspectives, ensure respect for rights in democratic societies, and prevent future human rights abuses. The objectives are to promote respect for all human rights, develop knowledge and values of human rights, foster understanding and tolerance, and help develop just societies where all people's rights are respected.
A piebalgs putting human rights at the heart of developmentDr Lendy Spires
The European Commissioner for Development spoke at a UN event on putting human rights at the heart of development. He argued that the new post-2015 development framework must be rights-based and people-centered. It should include equality, justice, human rights, and non-discrimination as a pillar, along with sustainable growth and natural resource management. The EU believes development and human rights are mutually reinforcing. The Commissioner highlighted EU programs that promote human rights and the rights-based approach to development through funding and political dialogue with partner countries. He urged all parties to seize the opportunity to fully integrate human rights into the new post-2015 development agenda.
This document discusses human rights education in a changing historical context. It notes increasing contradictions in the world between economic growth and environmental stress, as well as poverty reduction but also new vulnerabilities. While the world is more interconnected, there are also more divisions. It advocates for a humanistic approach to education that promotes sustainable human development, diversity, and core ethical values like dignity, justice, and responsibility. A humanistic education gives equal importance to education's multiple dimensions as a public good. It promotes an integrated approach to learning and achieving the UN's Sustainable Development Goal of inclusive, equitable, quality education for all through 2030.
Human rights education aims to encourage participatory learning, strengthen the rule of law, and promote a holistic and transformative understanding of human rights. It seeks to develop knowledge, skills, values and attitudes related to human rights. The United Nations has promoted human rights education through various programs and declarations over the past decades. Effective human rights education methodology incorporates understanding values and attitudes in addition to building knowledge and skills.
Sarah Boyd - CSW60 Reflection - The personal is the politicalSarah Boyd
The document discusses the 60th session of the UN Commission on the Status of Women (CSW60) and the role of civil society. It notes that CSW60 focused on implementing the 2030 Agenda for Sustainable Development, specifically women's empowerment and ending violence against women. As NGO delegates, the authors advised the Australian delegation and facilitated civil society participation from Australia and the Asia-Pacific region. Despite challenges, the agreed conclusions recognized the importance of civil society and advancing women's rights will require strong feminist civil society engagement. The personal experiences of women's rights activists from around the world who attended CSW60 show that women's rights remain contested but CSW provides an opportunity for connection and strategizing across issues and
Sustainable Peace and Development CampaigneWOREC Nepal
WOREC is a Human Rights Organization, persistently working for the protection and promotion of Human Right in Nepal since its establishment in 1991. WOREC is continuously advocating for peace and social justice through promotion of human rights, democracy and elimination of all kinds of violence, particularly, violence against women. WOREC has been working as a pool between people in the community to the policy making level and creating space to raise the voices of unheard and marginalized groups to be heard. The peace project is being implemented by WOREC Nepal in support of MISEREOR Germany.
Community development in education advocates for creating innovative programs and collaboration between community members to advance community learning and sustainability. It aims to equip communities with the skills needed to undertake activities of their choosing. Key aspects of community development in education include lifelong learning, community involvement, efficient use of resources, self-determination, self-help, leadership development, institutional responsiveness, integrated delivery of services, and decentralization. Community educators work with people of all ages across a variety of settings and programs to address community needs through learning and prepare individuals for active community life.
The document discusses the importance of diversity and equal opportunity in professional organizations. It outlines the goals of maximizing awareness of diversity issues, effectively monitoring diversity, understanding barriers to diversity, and ensuring equal opportunity. It also discusses the roles of key stakeholders in promoting diversity, current UK anti-discrimination legislation, and the public sector equality duty to eliminate discrimination and advance equality.
This document defines human rights education and discusses its need and objectives. Human rights education is defined by the UN as a lifelong process of learning respect for human dignity and ensuring that respect. The need for human rights education is to raise awareness of rights, develop global perspectives, ensure respect for rights in democratic societies, and prevent future human rights abuses. The objectives are to promote respect for all human rights, develop knowledge and values of human rights, foster understanding and tolerance, and help develop just societies where all people's rights are respected.
A piebalgs putting human rights at the heart of developmentDr Lendy Spires
The European Commissioner for Development spoke at a UN event on putting human rights at the heart of development. He argued that the new post-2015 development framework must be rights-based and people-centered. It should include equality, justice, human rights, and non-discrimination as a pillar, along with sustainable growth and natural resource management. The EU believes development and human rights are mutually reinforcing. The Commissioner highlighted EU programs that promote human rights and the rights-based approach to development through funding and political dialogue with partner countries. He urged all parties to seize the opportunity to fully integrate human rights into the new post-2015 development agenda.
Gender stereotypes are generalised views or preconceived ideas, according to which individuals are categorised into particular gender groups, typically defined as “women” and “men”, and are arbitrarily assigned characteristics and roles determined and limited by their sex. Stereotypes are both descriptive, in that members of a certain group are perceived to have the same attributes regardless of individual differences, and prescriptive as they set the parameters for what societies
deem to be acceptable behaviour. Stereotyping becomes problematic when it is used as a vehicle to degrade and discriminate women. Abolishing negative
gender stereotypes is essential to achieving gender equality, and the media are central to prompting this change.
More information:
www.coe.int/equality
gender.equality@coe.int
Breaking It Down, Beyond Gangs Groups & CliquesSSENCA
The Spanish Speaking Education Network (SSEN) is a grassroots organization that works to promote the success of Hispanic youth in the education system and their integration into Canadian society. SSEN represents the Spanish-speaking community's interests within education. It has held several congresses on issues like school dropout rates, bullying, and violence prevention. SSEN's approach involves information, training, counseling, mentoring, and monitoring needs to achieve objectives like equity and safe schools. It also works with students, parents, and the community through programs, workshops, and listening to youth. SSEN's violence prevention efforts include educating youth on avoiding gangs and providing healthy alternatives.
Building Peace Together In Healthier CommunitiesSSENCA
This document outlines an educational program in Toronto, Ontario aimed at preventing violence among Spanish youth ages 11 to 18. The program includes 10 workshops covering topics like leadership, health, domestic violence, gangs, and conflict resolution. It also establishes a violence prevention committee, develops a work plan against violence, and conducts fundraising and community events to promote a culture of legality and responsible emergency service use. The program coordinates a multidisciplinary team, multiplier teams, and an information and reception center to provide training, intervene in violence cases, engage youth, and support community activities through a web page and support line.
The document discusses education as a human right under international law. It is recognized in conventions like the Universal Declaration of Human Rights and International Covenant on Economic, Social and Cultural Rights. These declare education should be available to all and direct personal development. Sustainable Development Goals also emphasize quality education for all as a priority. Education For All is a global movement aiming to provide primary education for all children by 2015 through its six goals.
This document provides information about an organization called Agenda 21 that works to promote sustainable development in Romania. The organization is a non-governmental, non-profit association located in Bucharest that focuses on children, young people, and marginalized groups. It educates about sustainable development and civic education, trains volunteers, and lobbies for greater social involvement through projects like the Pupil's Ombudsman program and human rights education initiatives.
Connie Laurin-Bowie: Inclusive Communities Are Stronger Communities: How Offe...Beitissie1
This document provides a summary of a 2015 lecture on inclusive communities given by Connie Laurin-Bowie of Inclusion International in Israel. The lecture discussed how supporting people with intellectual disabilities through choice, supports, and inclusion in communities benefits everyone. Inclusion International advocates for these rights globally. The lecture covered the organization's role in giving voice to families and people with disabilities, priorities around inclusion in education, legal capacity, and living in the community, and findings that increased choice and family supports are needed for true community inclusion.
The document discusses research on effective approaches to civic education. It summarizes findings from three reports on civic education. The Civic Mission of Schools report outlines goals for preparing students to be informed, participatory, and socially responsible citizens. The Paths to 21st Century Competencies report discusses skills like media literacy, collaboration, and work ethic. The Civics, Not Government report calls for civic education to emphasize meaning over memorization and inspire ownership. It also recommends starting civic education early and integrating it across subjects.
The document discusses the purpose and elements of civic education in Palestine, including enhancing civic knowledge, strengthening cognitive skills, and engendering participatory skills. It emphasizes that civic education is the foundation for healthy schools, families, communities, and nations. The document also discusses assessing learning outcomes and benchmarks for civic education in Palestine, with examples focusing on civic knowledge, skills, and dispositions. It then shifts to discussing lessons from Rwanda's genocide, including the need for civic education to teach about past injustices and human fragility to promote responsibility.
The document outlines several targets from the UN's Sustainable Development Goals that aim to promote access, inclusion, and empowerment by 2030. The targets address ensuring equal rights and access to economic resources and basic services for all people, including vulnerable groups; doubling incomes for small-scale food producers through market access and knowledge; promoting health and well-being through access to services; boosting skills and technology access to promote employment and innovation; empowering women through technology; and enhancing access to information through cooperation and technology. The overall goals outlined aim to promote inclusion, access, and empowerment globally by 2030.
The document discusses three UK laws/policies related to disability, race, and special educational needs (SEN):
1) The Disability Discrimination Act of 2005 aimed to ensure fair treatment of disabled people and access to places through ramps. It was improved based on public input.
2) The 2002 Race Equality policy required schools to promote a multi-ethnic society through having a race equality policy and preparing students.
3) The 2004 SEN strategy focused on equal opportunity and achievement for all students, promoting consistency in meeting SEN needs and prioritizing students' rights to have a say in their education.
1) Beirut Arab University established a Human Rights Center to promote dialogue and prevent/manage conflicts through various activities like workshops, competitions, and international collaborations.
2) The university also added a mandatory human rights course to encourage discussion of issues like tolerance, equality, and citizenship among students of all backgrounds.
3) Evaluations found these efforts created a more open environment and helped students recognize shared goals and values, despite their differences.
Cm rec(2019)1 on preventing and combating sexism.pdfSashaKhudyakova
The document discusses a recommendation adopted by the Council of Europe to prevent and combat sexism. It defines sexism and establishes a continuum between gender stereotypes, sexism, and violence against women. The recommendation encourages governments to take measures to prevent sexism in public and private spheres, drawing on an appended definition and guidelines. These include developing legislation, policies and programs, and monitoring progress in implementing the recommendation. The goal is to create a Europe free from sexism and its manifestations.
3.2b ensuring gender sensitive approach through regulatory and institutiona...NAP Events
Rwanda has established strong gender equality policies and institutions that promote the consideration of gender in climate change adaptation. Regulations like the constitution mandate 30% representation of women in decision making and equal rights. Institutions like the Ministry of Gender and Family Promotion coordinate gender mainstreaming. Some achievements include 64% women in parliament, gender desks in security forces, and initiatives empowering women through education and skills training. Climate adaptation projects require 30% women participation and representation of women on steering committees to ensure a gender sensitive approach.
The future of community–based services and education3Trinity7
This document discusses anticipated changes in community-based services and education over the next 15 years. Key considerations include a shift from teaching to learning, with students learning topics of interest at their own pace. Teachers will transition to coaching roles. Community services will become more accessible and integrate all ages. Funding may come from non-profits, government, and private sources. Diversity and civil rights laws will also influence outcomes by prohibiting discrimination and improving opportunities.
Ethnic Minority Education in the UK 1940's - 1980'smajesticstomach05
The document discusses ethnic minority education in the UK from the 1940s to the 1980s. It outlines key policies and acts that shaped ethnic minority education during this period. In the 1940s, the 1944 Education Act aimed to create structure in the post-war education system. In the 1950s, a model of assimilation developed where no more than 30% of students in a class could be from an ethnic minority. The 1960s saw a shift to a model of integration and tolerance, but stereotypes persisted. In the 1970s, the second generation emerged, creating problems. The 1980s brought the Swann Report advocating multicultural education for all. It found racism affected ethnic minority students' experiences. The 1988 Education Reform Act also
Presentation from Romanian Partners about “The Image of Ethning Minorities fr...OLEtark
The document discusses representation of minorities in Romanian media. It notes that the Hungarian and German minorities are generally represented positively as hard-working. Poorer minorities like Ukrainians and those in the Danube Delta are portrayed more negatively with stereotypes of poverty, alcoholism, and lack of initiative. The Roma population receives the most negative coverage, often referred to with terms like "thieves" and "criminals". The document lists causes of negative portrayal and proposes solutions like educating the majority population and better minority organization to promote inclusion.
The Department of Education's mission is to promote student achievement and preparation for global competitiveness through policies on federal financial aid, collecting and disseminating education data, focusing on key issues, and prohibiting discrimination.
Education International is the global union federation representing over 30 million education workers. This policy paper outlines the human and trade union rights framework that guides EI's work. It discusses how EI promotes the rights of all teachers and education workers to organize unions and engage in collective bargaining. The paper also emphasizes the right of all people to free, quality public education and the role of education in developing critical thinkers and global citizens who can advance human rights.
The United Nations Educational, Scientific and Cultural Organization is a specialized agency of the United Nations (UN). Its purpose is to contribute to peace and security by promoting international collaboration through education, science, and culture in order to further universal respect for justice, the rule of law, and human rights along with fundamental freedom proclaimed in the United Nations Charter.[1] It is the heir of the League of Nations' International Committee on Intellectual Cooperation.
Healthlink Worldwide is an international NGO that focuses on communication for health and disability in developing countries. They work with local organizations to help communities identify health issues and communicate their needs. One of their projects is the International Memory Project, which uses memory work to encourage families affected by HIV to communicate. Memory work involves activities that improve parent-child communication, support disclosure of HIV status, assist with succession planning, and create memory books. Evaluations found the approach reduces stigma and increases confidence, communication, and future planning among families living with HIV. Key challenges to memory work include lack of funding, unsupportive laws and policies, and limited male involvement.
Gender stereotypes are generalised views or preconceived ideas, according to which individuals are categorised into particular gender groups, typically defined as “women” and “men”, and are arbitrarily assigned characteristics and roles determined and limited by their sex. Stereotypes are both descriptive, in that members of a certain group are perceived to have the same attributes regardless of individual differences, and prescriptive as they set the parameters for what societies
deem to be acceptable behaviour. Stereotyping becomes problematic when it is used as a vehicle to degrade and discriminate women. Abolishing negative
gender stereotypes is essential to achieving gender equality, and the media are central to prompting this change.
More information:
www.coe.int/equality
gender.equality@coe.int
Breaking It Down, Beyond Gangs Groups & CliquesSSENCA
The Spanish Speaking Education Network (SSEN) is a grassroots organization that works to promote the success of Hispanic youth in the education system and their integration into Canadian society. SSEN represents the Spanish-speaking community's interests within education. It has held several congresses on issues like school dropout rates, bullying, and violence prevention. SSEN's approach involves information, training, counseling, mentoring, and monitoring needs to achieve objectives like equity and safe schools. It also works with students, parents, and the community through programs, workshops, and listening to youth. SSEN's violence prevention efforts include educating youth on avoiding gangs and providing healthy alternatives.
Building Peace Together In Healthier CommunitiesSSENCA
This document outlines an educational program in Toronto, Ontario aimed at preventing violence among Spanish youth ages 11 to 18. The program includes 10 workshops covering topics like leadership, health, domestic violence, gangs, and conflict resolution. It also establishes a violence prevention committee, develops a work plan against violence, and conducts fundraising and community events to promote a culture of legality and responsible emergency service use. The program coordinates a multidisciplinary team, multiplier teams, and an information and reception center to provide training, intervene in violence cases, engage youth, and support community activities through a web page and support line.
The document discusses education as a human right under international law. It is recognized in conventions like the Universal Declaration of Human Rights and International Covenant on Economic, Social and Cultural Rights. These declare education should be available to all and direct personal development. Sustainable Development Goals also emphasize quality education for all as a priority. Education For All is a global movement aiming to provide primary education for all children by 2015 through its six goals.
This document provides information about an organization called Agenda 21 that works to promote sustainable development in Romania. The organization is a non-governmental, non-profit association located in Bucharest that focuses on children, young people, and marginalized groups. It educates about sustainable development and civic education, trains volunteers, and lobbies for greater social involvement through projects like the Pupil's Ombudsman program and human rights education initiatives.
Connie Laurin-Bowie: Inclusive Communities Are Stronger Communities: How Offe...Beitissie1
This document provides a summary of a 2015 lecture on inclusive communities given by Connie Laurin-Bowie of Inclusion International in Israel. The lecture discussed how supporting people with intellectual disabilities through choice, supports, and inclusion in communities benefits everyone. Inclusion International advocates for these rights globally. The lecture covered the organization's role in giving voice to families and people with disabilities, priorities around inclusion in education, legal capacity, and living in the community, and findings that increased choice and family supports are needed for true community inclusion.
The document discusses research on effective approaches to civic education. It summarizes findings from three reports on civic education. The Civic Mission of Schools report outlines goals for preparing students to be informed, participatory, and socially responsible citizens. The Paths to 21st Century Competencies report discusses skills like media literacy, collaboration, and work ethic. The Civics, Not Government report calls for civic education to emphasize meaning over memorization and inspire ownership. It also recommends starting civic education early and integrating it across subjects.
The document discusses the purpose and elements of civic education in Palestine, including enhancing civic knowledge, strengthening cognitive skills, and engendering participatory skills. It emphasizes that civic education is the foundation for healthy schools, families, communities, and nations. The document also discusses assessing learning outcomes and benchmarks for civic education in Palestine, with examples focusing on civic knowledge, skills, and dispositions. It then shifts to discussing lessons from Rwanda's genocide, including the need for civic education to teach about past injustices and human fragility to promote responsibility.
The document outlines several targets from the UN's Sustainable Development Goals that aim to promote access, inclusion, and empowerment by 2030. The targets address ensuring equal rights and access to economic resources and basic services for all people, including vulnerable groups; doubling incomes for small-scale food producers through market access and knowledge; promoting health and well-being through access to services; boosting skills and technology access to promote employment and innovation; empowering women through technology; and enhancing access to information through cooperation and technology. The overall goals outlined aim to promote inclusion, access, and empowerment globally by 2030.
The document discusses three UK laws/policies related to disability, race, and special educational needs (SEN):
1) The Disability Discrimination Act of 2005 aimed to ensure fair treatment of disabled people and access to places through ramps. It was improved based on public input.
2) The 2002 Race Equality policy required schools to promote a multi-ethnic society through having a race equality policy and preparing students.
3) The 2004 SEN strategy focused on equal opportunity and achievement for all students, promoting consistency in meeting SEN needs and prioritizing students' rights to have a say in their education.
1) Beirut Arab University established a Human Rights Center to promote dialogue and prevent/manage conflicts through various activities like workshops, competitions, and international collaborations.
2) The university also added a mandatory human rights course to encourage discussion of issues like tolerance, equality, and citizenship among students of all backgrounds.
3) Evaluations found these efforts created a more open environment and helped students recognize shared goals and values, despite their differences.
Cm rec(2019)1 on preventing and combating sexism.pdfSashaKhudyakova
The document discusses a recommendation adopted by the Council of Europe to prevent and combat sexism. It defines sexism and establishes a continuum between gender stereotypes, sexism, and violence against women. The recommendation encourages governments to take measures to prevent sexism in public and private spheres, drawing on an appended definition and guidelines. These include developing legislation, policies and programs, and monitoring progress in implementing the recommendation. The goal is to create a Europe free from sexism and its manifestations.
3.2b ensuring gender sensitive approach through regulatory and institutiona...NAP Events
Rwanda has established strong gender equality policies and institutions that promote the consideration of gender in climate change adaptation. Regulations like the constitution mandate 30% representation of women in decision making and equal rights. Institutions like the Ministry of Gender and Family Promotion coordinate gender mainstreaming. Some achievements include 64% women in parliament, gender desks in security forces, and initiatives empowering women through education and skills training. Climate adaptation projects require 30% women participation and representation of women on steering committees to ensure a gender sensitive approach.
The future of community–based services and education3Trinity7
This document discusses anticipated changes in community-based services and education over the next 15 years. Key considerations include a shift from teaching to learning, with students learning topics of interest at their own pace. Teachers will transition to coaching roles. Community services will become more accessible and integrate all ages. Funding may come from non-profits, government, and private sources. Diversity and civil rights laws will also influence outcomes by prohibiting discrimination and improving opportunities.
Ethnic Minority Education in the UK 1940's - 1980'smajesticstomach05
The document discusses ethnic minority education in the UK from the 1940s to the 1980s. It outlines key policies and acts that shaped ethnic minority education during this period. In the 1940s, the 1944 Education Act aimed to create structure in the post-war education system. In the 1950s, a model of assimilation developed where no more than 30% of students in a class could be from an ethnic minority. The 1960s saw a shift to a model of integration and tolerance, but stereotypes persisted. In the 1970s, the second generation emerged, creating problems. The 1980s brought the Swann Report advocating multicultural education for all. It found racism affected ethnic minority students' experiences. The 1988 Education Reform Act also
Presentation from Romanian Partners about “The Image of Ethning Minorities fr...OLEtark
The document discusses representation of minorities in Romanian media. It notes that the Hungarian and German minorities are generally represented positively as hard-working. Poorer minorities like Ukrainians and those in the Danube Delta are portrayed more negatively with stereotypes of poverty, alcoholism, and lack of initiative. The Roma population receives the most negative coverage, often referred to with terms like "thieves" and "criminals". The document lists causes of negative portrayal and proposes solutions like educating the majority population and better minority organization to promote inclusion.
The Department of Education's mission is to promote student achievement and preparation for global competitiveness through policies on federal financial aid, collecting and disseminating education data, focusing on key issues, and prohibiting discrimination.
Education International is the global union federation representing over 30 million education workers. This policy paper outlines the human and trade union rights framework that guides EI's work. It discusses how EI promotes the rights of all teachers and education workers to organize unions and engage in collective bargaining. The paper also emphasizes the right of all people to free, quality public education and the role of education in developing critical thinkers and global citizens who can advance human rights.
The United Nations Educational, Scientific and Cultural Organization is a specialized agency of the United Nations (UN). Its purpose is to contribute to peace and security by promoting international collaboration through education, science, and culture in order to further universal respect for justice, the rule of law, and human rights along with fundamental freedom proclaimed in the United Nations Charter.[1] It is the heir of the League of Nations' International Committee on Intellectual Cooperation.
Healthlink Worldwide is an international NGO that focuses on communication for health and disability in developing countries. They work with local organizations to help communities identify health issues and communicate their needs. One of their projects is the International Memory Project, which uses memory work to encourage families affected by HIV to communicate. Memory work involves activities that improve parent-child communication, support disclosure of HIV status, assist with succession planning, and create memory books. Evaluations found the approach reduces stigma and increases confidence, communication, and future planning among families living with HIV. Key challenges to memory work include lack of funding, unsupportive laws and policies, and limited male involvement.
This article advocates for universal access to education and highlights the importance of education in promoting social and economic mobility. It calls for community support to ensure that all children have access to quality education, regardless of their socioeconomic background.
This document outlines a strategic plan for implementing sustainable development and peace building programs in developing countries. It proposes a comprehensive approach involving (1) capacity building for women through education, training, and empowerment programs, (2) the establishment of a national advisory group to provide leadership and coordinate efforts, and (3) monitoring mechanisms to track progress. The goal is to promote social justice, empower women, and create an environment where all community members can improve their lives.
Community Education is a broad field that is based on principles and practices of lifelong learning, inclusion, collaboration and use of multiple resources.
Brochure_Pro_Femmes_Voice and Choice of Rwandan WomenMarilena Berardo
Pro-Femmes Twese Hamwe is an umbrella organization of 59 member associations in Rwanda working to promote women's rights, peace, and development. It was established in 1992 and obtained legal status in 2002. Some of its key activities include:
- Lobbying for laws and policies promoting gender equality and women's rights. This has contributed to Rwanda's high levels of women's representation in government.
- Collecting gender data and collaborating with the Gender Monitoring Office to evaluate progress on gender equality goals.
- Implementing projects focused on women's economic empowerment, health, education, peacebuilding, and addressing gender-based violence through member associations.
- Training women leaders and
UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.
This document discusses community education, defining it as a process that uses learning to benefit both individuals and communities. It involves people of all ages, utilizes community resources and research to create change, and recognizes that people can learn from and with each other. Community educators work in a variety of settings, including schools, colleges, workplaces, and community organizations, to address the multiple learning needs of communities and prepare people of all ages for engaged community life through educational services, collaboration, and skill and leadership development. The document provides recommendations for building partnerships and linkages between different forms of community education.
This document discusses community education, defining it as a process that uses learning to benefit both individuals and communities. It involves people of all ages, utilizes community resources and research to create change, and recognizes that people can learn from and with each other. Community educators work in a variety of settings, including schools, colleges, workplaces, and community organizations, to address the multiple learning needs of communities and prepare people of all ages for engaged community life through educational services, collaboration, and skill and leadership development. The document provides recommendations for building partnerships and linkages between different forms of community education.
This document is a guide created by the Unión de Asociaciones Familiares (UNAF) to promote sexual health and rights, especially for migrants in Spain. It discusses key topics related to sexuality, including the concepts of sex, gender, identity and orientation. The guide aims to provide information to help people experience sexuality in a healthy, responsible and pleasurable way. It covers issues like sexual and reproductive rights, anatomy, relationships, sexually transmitted infections, and violence. The overall goal is to facilitate access to information and encourage reflection to promote care, acceptance and respect.
This document provides an information guide on sexuality and culture aimed at promoting sexual health and rights, especially for migrants in Spain. It discusses topics like sexual and reproductive health, sexuality, gender, sexual orientation and identity. The guide seeks to facilitate access to information, encourage reflection on beliefs and myths about sexuality, and promote care, acceptance and respect in relationships. It aims to be a useful resource for people of all ages and backgrounds.
Women’s Studies VS Gender Studies UGC incorporate various courses in teaching under CWS; Beijing Conference-Declaration CEDAW- Principles Declaration of 2001 Women Empowerment year.
Department of Women and Child Development, Central and State Social Welfare Advisory Boards,
RELATIONSHIP OF EDUCATION WITHOUT BORDERS, essay.docxWayneRavi
1) Education without borders aims to foster global citizenship, intercultural dialogue, social justice, and sustainable development through inclusive and equitable learning by ensuring everyone has access to quality education regardless of where they live or who they are.
2) Inclusive education values diversity and respects the rights and needs of all students by providing equal opportunities and access to quality education for all students regardless of their abilities, backgrounds, cultures, languages, genders, or other characteristics.
3) Both education without borders and lifelong learning share the goal of ensuring access to high-quality education for everyone through all stages of life by removing barriers and catering to various learner needs.
Session_Document_StatementoftheGlobalStudent_495Obadya Ray
1. Representatives of student organizations from around the world met in London to discuss challenges facing students globally, including budget cuts, commercialization of education, and lack of student involvement in decision making.
2. They pledged to cooperate internationally to fight for students' rights, including believing education is a fundamental human right, opposing trade agreements that treat knowledge as a commodity, and demanding open access to research.
3. The statement calls for protecting education during conflicts, empowering students to challenge austerity, and developing a Student Rights Charter to address issues like freedom of association and academic freedom.
The document outlines the European Association for the Education of Adults' (EAEA) manifesto for adult learning in the 21st century. It argues that adult education can help tackle societal challenges like inequality, unemployment, digitalization, migration, and climate change by providing skills, knowledge and competencies to citizens. It calls for increased investment in adult education across Europe to develop a knowledge society capable of dealing with current challenges and proposes a European Year for Adult Learning to raise awareness of the benefits of adult education.
This document provides summaries of several new projects funded by the United Nations Democracy Fund (UNDEF). It includes projects that:
1) Work to create an educational framework for adults with learning disabilities in Belarus to develop skills and exercise their rights.
2) Introduce parliamentary procedures in selected local councils in all regions of Ukraine to increase transparency and accountability.
3) Advocate for pedestrian rights in Georgia by establishing an association to address issues through advocacy and awareness campaigns.
4) Use debate education in Myanmar to empower civil society organizations and strengthen constructive criticism ahead of elections.
The Empowering Women for Excellence Initiative (EWEI) was founded in 2008 with the mission of empowering girls and women through multi-sectoral interventions like capacity building and advocacy. EWEI believes sustainable development requires investing in human capital, especially for women. It aims to address socio-cultural barriers and provide opportunities in health, education, politics, and economics for girls and women in Nigeria. EWEI conducts seminars, publishes newsletters, runs websites and programs, and advocates for policies and legislation to empower women.
UNESCO is committed to promoting quality education worldwide and ensuring everyone's right to education. It leads the global Education for All movement and works with countries to build effective national education systems from early childhood through adulthood. While access to education has expanded greatly in recent decades, millions of children and adults still lack basic literacy and schooling due to issues like poverty, conflict and gender disparities. UNESCO supports countries through activities like developing standards, monitoring progress, providing expertise, and coordinating international cooperation to overcome challenges to achieving education for all.
The document is FORWARD's 2015 annual report. It summarizes FORWARD's work over the past 30 years advocating against female genital mutilation, child marriage, and maternal health issues in Africa. Key highlights include FORWARD celebrating its 30th anniversary in 2015, reflections from the Chair and Executive Director on the organization's progress and impact, and summaries of FORWARD's community engagement work, international advocacy, training programs and research on these issues.
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El Mapeo de recursos de atención psicológica y sexológica incluye un total de 65 servicios y recursos especializados de atención a la salud psicosexual de acceso libre y gratuito.
This document discusses female genital mutilation (FGM), outlining what it is, the severe health consequences it can cause, and what someone can do if they or someone they know has undergone FGM or is at risk of it. It notes that FGM is illegal in Spain and other countries and violates human rights. It provides contact information for organizations that can help and explains that many communities around the world have abandoned the practice of FGM due to increased knowledge of its harms.
La mutilación genital femenina es una práctica dañina que corta o mutila los genitales externos de las niñas y mujeres, causando graves problemas de salud. Si una mujer ha sufrido mutilación genital o está en riesgo, se le recomienda buscar ayuda médica o ponerse en contacto con organizaciones de apoyo. En España, la mutilación genital femenina está prohibida por ley y se ofrece protección a las víctimas. Cada vez más comunidades en el mundo están abandonando esta práctica debido
Female genital mutilation (FGM) involves partially or totally removing external female genitalia and can seriously harm girls' and womens' physical and mental health. It is a violation of human rights that affects communities and families. FGM can result in death, complications during childbirth, infertility and long-term health issues. Ending this practice requires engagement from both women and men.
La mutilación genital femenina es una práctica que consiste en cortar los genitales de las niñas y mujeres, causando daños graves a su salud física y mental de por vida. Afecta a las mujeres, sus familias y comunidades, y constituye una violación de los derechos humanos. Se debe trabajar para poner fin a esta práctica, incluyendo la implicación de los hombres para romper el silencio sobre el tema.
Este documento presenta una guía sobre la mediación intercultural en el contexto de la prevención de la mutilación genital femenina. Explica los roles y habilidades clave de los mediadores interculturales, así como la formación específica necesaria para trabajar en este ámbito. Además, introduce brevemente qué es la mutilación genital femenina, sus tipos y dónde se practica, y destaca la importancia del lenguaje utilizado para nombrarla.
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Travel vaccination in Manchester offers comprehensive immunization services for individuals planning international trips. Expert healthcare providers administer vaccines tailored to your destination, ensuring you stay protected against various diseases. Conveniently located clinics and flexible appointment options make it easy to get the necessary shots before your journey. Stay healthy and travel with confidence by getting vaccinated in Manchester. Visit us: www.nxhealthcare.co.uk
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- Video recording of this lecture in Arabic language: https://youtu.be/uFdc9F0rlP0
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Leaflet Cultures, Genders and Sexualities
1.
2. UNAF is a Public Interest NGO which has been working to defend
the rights and welfare of all families, since 1988. We are formed
by more than 20 associations working in this field from different
perspectives (health, migration, interculturality, equality, the
fight against gender violence, functional diversity, etc.) with an
inclusive approach to family diversity.
For more than ten years, we have been developing projects to
promote Sexual and Reproductive Rights for all through sexual
health and education and prevention of Female Genital Mutila-
tion, from a feminist, intercultural and human rights approach.
Social awareness is our main field of work, which we carry out
through delivering training sessions, conferences and workshops
to professionals (health, education, social services, etc.), and
migrant and displaced populations, in collaboration with other
NGOs, social and educational bodies together with developing,
editing and distributing materials.
3. Our aim is to support
social change and transform
reality, through strengthening skills
and competences for empowerment
and personal development and
promoting networks, alliances and
shared workspace, with creativity,
innovation and coherence, we seek to
improve the quality of life of
migrant families and, especially,
of women and girls.
4. UNAF has run
workshops involving
the participation of more
than 800 migrant and diaspora
women. 5,000 professionals have
been trained through our courses,
seminars and conferences and
we have distributed more than
100,000 copies of our
teaching and awareness
materials.
We defend
the recognition of the
key figure of the
intercultural mediator,
an essential agent for
promoting dialogue and
social cohesion, on whom
we rely to carry out our
activities.
5. Strategic
objectives
Promote
the rights
of migrant
and diaspora
families
Promote the
empowerment
of women
Strengthen
community
participation
and intercultural
dialogue
Strengthen
and promote
intercultural
mediation
Promote
coordination
between actors
and political
advocacy
Generate
and transmit
knowledge
Social
awareness
1
2
3
4
Guarantee the
development
and training of
professionals
5
6
7
8
6. Activities
To request a workshop or a course and/
or for information on accessing awareness
materials, contact UNAF at:
T. 91 446 31 62/50 — unaf@unaf.org
Workshops
with migrant
and diaspora
populations
Courses with
professionals
Collaboration
with intercultural
mediators
International
conferences and
other awareness
raising
activities
Specialised
awareness-
raising
materials
Communication
through social
networks,
the internet
and blogs
Networking
7. The Cultures, Genders and Sexualities team is especially committed
to contributing to the following goals:
Goal 3
Ensure healthy lives and promote
well-being for all at all ages
Sexual and reproductive health are linked to the dignity
and free development of the person and are protected
by human rights. UNAF’s projects contribute towards
promoting sexual and reproductive rights, through sex
education and the prevention and eradication of all
forms of gender-based violence.
Sustainable
Development
Goals
UNAF (Unión de
Asociaciones Familiares),
supports the 2030
Agenda - Sustainable
Development Goals
(SDG)
8. Goal 5
Achieve gender equality and
empower all women and girls
We promote equal rights between men and women
and universal access to sexual and reproductive health
and rights, through promoting comprehensive sexual
education based on empowering women and girls, and
the commitment and education of men and boys on
equality, eradicating all harmful sexist practices, such
as sexual violence, female genital mutilation and child,
early and forced marriage.
We also contribute towards:
Goal 4
Ensure inclusive and equitable
quality education and promote
lifelong learning opportunities
for all
UNAF, through acts and activities free of charge, aimed
at students and teachers, works to provide sex and sex-
ual equality education, promoting sexual and reproduc-
tive rights and with the aim of preventing and eradicat-
ing gender-based violence.
Goal 10
Reduce inequality within and
among countries
We promote the universal access of all people to fun-
damental rights, collaborating to reduce inequalities,
through coordination between actors and co-develop-
ment, to achieve the social inclusion of all families.
9. Goal 16
Promote peaceful and inclusive
societies for sustainable
development, provide access
to justice for all and build
effective, accountable and
inclusive institutions at all
levels
We encourage the development of regulations that
guarantee the rights of women and migrant families,
with the provision of universal public services and the
incorporation of a gender-focused approach in insti-
tutions.
Goal 17
Strengthen the means of imple-
mentation and revitalize the
global partnership for sustaina-
ble development
We are committed to cooperating and networking be-
tween associations, to achieve the common goals of
protecting and defending families and equal rights and
opportunities between men and women, contributing
to collective action for sustainable development.