UNESCO undertakes to submit to the Government, at the earliest opportunity, a report on any evaluation conducted.
UNESCO. ‘Mali’, 27 November 2016. xxxx://xxx.xxxxxx.xxx/en/country/ml. UNICEF - Humanitarian Action for Children. ‘Mali’, 8 January 2019. xxxxx://xxx.xxxxxx.xxx/appeals/mali.html. ‘Mali - Country Partnership Framework for the Period FY16-19’. Country Partnership Framework. Washington DC: World Bank, 2015. xxxx://xxxxxxxxx.xxxxxxxxx.xxx/curated/en/839461468198005347/Mali- Country-partnership-framework-for-the-period-FY16-19.
UNESCO. Xxxxxxx Xxxxxx-Xxxxx, Chief, Promotion, Partnerships & Branding, Bureau of Public Information, 0, xxxxx xx Xxxxxxxx 00000 Xxxxx 00XX Xxxxxx; phone: +00000000000; fax: +00000000000; e-mail: x.xxxxxx-xxxxx@xxxxxx.xxx.
UNESCO. 2017. ‘Open Educational Resources (OER)’. UNESCO. 20 July 2017. xxxxx://xx.xxxxxx.xxx/themes/building-knowledge-societies/oer. ———. 2020. ‘Open Educational Resources (OER)’. Bildung. 2 November 2020. xxxxx://xxx.xxxxxx.xx/bildung/open-educational-resources. UNESCO-UNEVOC. 2021. ‘OER Platforms and Services’. 2021. xxxxx://xxxxxx.xxxxxx.xxx/home/OER+platforms+and+services. Xxxx, Xxxxx. 2021. ‘TLDRLegal - Software Licenses Explained in Plain English’. 2021. xxxxx://xxxxxxxxx.xxx/. Wikipedia. 2020a. ‘Open Science’. In Wikipedia. xxxxx://xx.xxxxxxxxx.xxx/w/index.php?title=Open_science&oldid=937016095. ———. 2020b. ‘Open-Notebook Science’. In Wikipedia. xxxxx://xx.xxxxxxxxx.xxx/w/index.php?title=Open-notebook_science&oldid=976016479. ———. 2020c. ‘Open Educational Resources’. In Wikipedia. xxxxx://xx.xxxxxxxxx.xxx/w/index.php?title=Open_educational_resources&oldid=980621722. ———. 2020d. ‘Open Data’. In Wikipedia. xxxxx://xx.xxxxxxxxx.xxx/w/index.php?title=Open_data&oldid=981085279. ———. 2020e. ‘Open Access’. In Wikipedia. xxxxx://xx.xxxxxxxxx.xxx/w/index.php?title=Open_access&oldid=982567184. ———. 2020f. ‘Citizen Science’. In Wikipedia. xxxxx://xx.xxxxxxxxx.xxx/w/index.php?title=Citizen_science&oldid=983102498. ———. 2020g. ‘Open Peer Review’. In Wikipedia. xxxxx://xx.xxxxxxxxx.xxx/w/index.php?title=Open_peer_review&oldid=983149139. ———. 2020h. ‘Open Source’. In Wikipedia. xxxxx://xx.xxxxxxxxx.xxx/w/index.php?title=Open_source&oldid=983290618. ———. 2021a. ‘Wikipedia’. 2021. xxxxx://xxx.xxxxxxxxx.xxx/. ———. 2021b. ‘Preregistration (Science)’. In Wikipedia. xxxxx://xx.xxxxxxxxx.xxx/w/index.php?title=Preregistration_(science)&oldid=1018090772. ———. 2021c. ‘Creative Commons’. In Wikipedia. xxxxx://xx.xxxxxxxxx.xxx/w/index.php?title=Creative_Commons&oldid=1021454047. ———. 2021d. ‘XXX (Conference)’. In Wikipedia. xxxxx://xx.xxxxxxxxx.xxx/w/index.php?title=TED_(conference)&oldid=1021585707. ———. 2021e. ‘Open-Source Model’. In Wikipedia. xxxxx://xx.xxxxxxxxx.xxx/w/index.php?title=Open- source_model&oldid=1022324625. ———. 2021f. ‘Open Educational Resources’. In Wikipedia. xxxxx://xx.xxxxxxxxx.xxx/w/index.php?title=Open_educational_resources&oldid=102240839 3. ———. 2021g. ‘Open Source’. In Wikipedia. xxxxx://xx.xxxxxxxxx.xxx/w/index.php?title=Open_source&oldid=1022425802. Zenodo. 2021. ‘Zenodo - Research. Shared.’ 2021. xxxxx://xxxxxx.xxx/. ZIZ Karlsruhe. 2020. ‘Defensive Publication | FIZ Karlsruhe’. 2020. xxxxx://xxx.xxx- xxxxxxxxx.xx/xx/xxxxxxxxx/xxxxxxxxxxxxxxxxxxxxx. Zo...
UNESCO. Xx. Xxxxxxxxxx XXXXXXXXXXX, Chief of Unit a.i., Cross-Cutting Thematic Unit on Disaster Risk Reduction, UNESCO, Rm B3.00, 0 Xxx Xxxxxxx, 00000 Xxxxx, Xxxxxx Tel + 00 (0) 0 000 00 000 Mob: + 00 (0) 000000000 Fax : + 00 (0) 0 000 00 000 E-mail : x.xxxxxxxxxxx@xxxxxx.xxx APPENDIX 3: EUROPEAN AND MEDITERRANEAN MAJOR HAZARDS AGREEMENT (EUR-OPA) Recommendation 2013 - 1 of the Committee of Permanent Correspondents on the inclusion of people with disabilities in disaster preparedness and response, adopted at the 64th meeting of the Committee of Permanent Correspondents of the European and Mediterranean Major Hazards Agreement (EUR-OPA), Paris, France, 24-25 October 2013. The Committee of Permanent Correspondents of the European and Mediterranean Major Hazards Agreement (EUR-OPA),
UNESCO. The Right to Education, Towards Education for all Throghout Life, World Education Report, 2000; European Agency for Development in Special Needs Education, Principi Guida per promuovere la Qualità nella Scuola Inclusiva. Raccomandazioni Politiche, 2012; X. Xxxxxxxx. – X. Xxxxxxx, Contrastare la dispersione, promuovere il successo formativo, Milano, 2006; X. Xxxxxx, L’analisi della dispersione scolastica: teorie, metodi e pratiche di ricerca, Napoli, 2006; X. Xxxxxxx, Dispersione scolastica e politiche per il successo formativo, Trento, 2013; X. Xxxxxx, La dispersione scolastica. Le parole chiave, Roma, 2005; Fondazione Agnelli, Dispersione scolastica. Il costo per la collettività e il ruolo di scuole e terzo settore, Torino, 2014 SAVE THE CHILDREN, Illuminiamo il futuro. Obiettivi per liberare i bambini dalla povertà educativa, Roma, 2015 zioni visibili e invisibili (come ad esempio il “disagio” giovanile). L’analisi del dato quantitativo ha accompagnato quello causale, processuale, delle ricadute sociali e delle politiche attive di contrasto. È interessante allora ripercorrere brevemente le tappe di questo cammino evolutivo, non solo terminologico-lessicale ma anche con- tenutistico e procedurale, che dalla considerazione della dispersione come riscontro oggettivo “statico” di cui prendere atto, giunge a quello di successo formativo come obiettivo “dinamico” da perseguire. 7 Negli anni Sessanta dominava, in particolare nel mondo anglosassone, una “visione strutturale” delladispersione, definitamedianteitassidiunderachieving(ilrapporto tra gli studenti con rendimento scolastico basso e insufficiente e i tassi medi di ren- dimento) e di abbandono precoce. La dispersione veniva motivata ricorrendo alle teorie sulla deprivazione socioculturale e sulla marginalità economica, degli strati svantaggiati della società e delle minoranze immigrate.8 Negli anni Settanta, con la scolarizzazione di massa e sulle scorta di teorie maggiormente aperte ai fattori indi- viduali e alla qualità dell’istruzione, si fa strada una visione più allargata della disper- sione. Essa comprende, oltre ai soggetti con basso rendimento, anche tutta l’area del disagio giovanile, scolastico ed extrascolastico, non necessariamente identificabile con i soggetti economicamente svantaggiati. Tale concezione chiamata “emergen- ziale” fu alimentata dalle forti preoccupazioni per la “devianza” come frutto di ca- renze di regolazione e socializzazione da parte della famiglia ma anche della scuola....
UNESCO. Xx Xxxxxxxxxx XXXXXXXXXXX Chief of Unit on Disaster Risk Reduction (SC/DRR), Natural Science Sector, UNESCO Xx Xxxx XXXXXX PEDRR Vice-Chair Unit on Disaster Risk Reduction (SC/DRR), Natural Science Sector, UNESCO Global Risk Forum GRF Davos Xx Xxxxxxx ROUHBAN GRF Davos CBM Xx Xxxxxxxxx XXXXXXXX Consultant, Emergency Response Unit Xx Xxxxx XXXX Policy Officer (EU) Handicap International Xx Xxxx XXXXXX Technical Referent Emergency and Rehabilitation Handicap International Ms Xxxxx XXXXXXXX Regional Project Coordinator, Disaster Risk Management Handicap International European Federation of Psychologists’ Associations EFPA Disaster and Crisis Psychology Standing Committee Xx Xxxxx XXXXX Impact, National knowledge & advice centre for psychological care concerning critical accidents Ms Xxx. Xxx XXXXXXX-XXXXXX Eye Movement Desensitization and Reprocessing (EMDR) Rehabilitation International (RI) / BAR e.V. Dr.-Ing. Xxxx XXXXXX Gruppenleiter Verkehr & Umwelt/Team leader Traffic & Environment Xx. Xxxxxx XXXXX Rehabilitation International (RI) National Secretary for Germany Bundesarbeitsgemeinschaft fuer Rehabilitation e.V. (BAR) European Association of Service Providers for Persons with Disabilities (EASPD) Xx Xxx XXXXXXXXX Secretary General, European Association of Service Providers for Persons with Disabilities (EASPD) Aziende Sanitarie e Comuni per l’integrazione socio-sanitaria Xx Xxxxxxx XXXXXXX Independant Expert Federsanità ANCI Xxxxxxxx Samariter-Bund Deutschland e.V. (ASB) Xx Xxxxxxxxx XXXX Project Coordinator Central America and Caribbean Xxxxxxxx-Samariter-Bund Deutschland e.V. Referat Auslandshilfe / Foreign Aid Department Interessengemeinschaft Selbstbestimmt Leben Xx Xxxxxx XXXXXXXX Interessengemeinschaft Selbstbestimmt Leben INGO, Council of Europe Xx Xxxxxx XXXXXXXXX Board Member, European Action for Disabled European Forum for Local and Regional Disaster Management Xx Xxxxxxxx xx XXXX Stichting 2Bsafe Disabled Peoples’ International Europe: DPI-E Mr. Xxxx-Xxx xxxx://xxx.xxxxxx.xxx/archive/34174 Chairperson, Disabled Peoples’ International Europe: DPI-E Madrid Regional Fire Brigade Xx Xxxxxxx XXXXXX XXXXXXX Fire fighter specialist Consultant in DRR Madrid Regional Fire Brigade Disaster risk analyst in the roster of MSB (Sweden Civil Contingency Agency) Liaison Officer Spanish USAR team (ERICAM) Permanent Representation of Mexico to the Council of Europe Mme Xxxxxxx XXXXXX XXXX Ambassade du Mexique à Paris 0 xxx xx Xxxxxxxxx, X – 00000 Xxxxx Mme Xxxx...
UNESCO. (2000). The Dakar Framework of Action.
UNESCO. IHP refers to UNESCOs Intergovernmental Hydrological programme
UNESCO. By: …………………………… Name: …………………………… Title: Director General ITAIPÚ BINACIONAL By: …………………………… By: …………………………… Name: ………………………. Name: ……………………….
