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UNITED NATIONS SYSTEM STAFF COLLEGE :REPORT OF THE SECRETARY-GENERAL
The global lockdown increased the demand for digital learning in general as United Nations staff and other multilateral partners boosted their online learning uptake. (...) The Staff College, together with the United Nations Institute for Training and Research, launched “UN SDG: Learn”, an online platform that hosts learning opportunities on sustainable development. (...) Staff College recognized as a key learning institution for the United Nations system 40.
Language:English
Score: 359960.03 - https://daccess-ods.un.org/acc...f/get?open&DS=E/2021/12&Lang=E
Data Source: ods
DRAFT STATEMENT ON EDUCATION FOR SUSTAINABLE DEVELOPMENT : ADDENDUM / BY THE MINISTERS OF THE ENVIRONMENT FROM THE UNECE REGION
It sets out four pillars as the foundation for education: learning to live together, learning to know, learning to do and learning to be. 6. (...) Lifelong learning is learning throughout life, either continuously or periodically. (...) It includes learning by individuals, but recognises that groups as a whole can learn.
Language:English
Score: 359504.17 - HTTP://DACCESS-ODS.UN.ORG/ACCE...EN&DS=CEP/2003/13/ADD.1&LANG=E
Data Source: ods
SUMMARY OF DELIBERATIONS : CHIEF EXECUTIVES BOARD FOR COORDINATION, 1ST REGULAR SESSION OF 2019, GENEVA, 9 AND 10 MAY 2019
This approach also recognizes that education and learning are about much more than merely the acquisition of skills for employment. (...) This places greater requirements on them to continue learning throughout their lives to a much greater extent than heretofore. (...) The United Nations therefore needs to foster initiatives to enable people to be trained and learn both within and beyond the confines of traditional educational systems (see CEB/2019/1/Add.2).25 It should also be recognized that learning experiences in the early years of life are fundamental to the ability to undertake effective continued learning later in life.
Language:English
Score: 359419.8 - https://daccess-ods.un.org/acc...pen&DS=CEB/2019/1/ADD.4&Lang=E
Data Source: ods
PARTNERSHIP FOR DEVELOPMENT : INFORMATION AND KNOWLEDGE FOR DEVELOPMENT : ISSUES NOTE : TRAINING, DISTANCE LEARNING AND NETWORKING
TD/395 page 8 oversee the implementation of distance-learning activities. Training using distance-learning techniques has been delivered in Benin, Cambodia, Guinea, Laos, Mali, Togo, Viet Nam and Zambia. (...) UNCTAD's Distance Learning Strategy is built upon a hybrid approach, that is, it blends face- to-face training with distance learning techniques. (...) The systematic approach to the design of courses and learning materials that distance learning requires means that courses are constantly revised and updated and that learning objectives and outcomes are clearly stated.
Language:English
Score: 359387.43 - daccess-ods.un.org/acce....nsf/get?open&DS=TD/395&Lang=E
Data Source: ods
MACHINE LEARNING PROJECT OF THE HIGH-LEVEL GROUP ON MODERNISATION OF STATISTICS
The objective of the project was to investigate where machine learning (ML)can add value, increase the capability of statistical organizations to use machine learning, and identify common challenges in advancing its use in statistics. (...) Integration: Report identifying and addressing common challenges in integrating machine learning into production processes based on a survey conducted by the project team; (d) Other materials to assist users in the development of machine learning: • Code used in some of the pilot studies – available at Studies and Codes • Two sets of data on which to learn and experiment with machine learning – available at Learning and Training • Links to learning and training material – available at Learning and Training. (...) What skills will we need? Learning and Training HLG-MOS ML Project webinar
Language:English
Score: 358999 - https://daccess-ods.un.org/acc...open&DS=ECE/CES/2021/11&Lang=E
Data Source: ods
REPORT OF THE DIRECTOR OF THE UNITED NATIONS SYSTEM STAFF COLLEGE ON ITS WORK, ACTIVITIES AND ACCOMPLISHMENTS : NOTE / BY THE SECRETARY-GENERAL
Learning services provided by the College were further enhanced in the biennium 2002-2003 by the increased use of e-learning. (...) By providing them with tools for practising what they have learned and facilities for sharing experiences with others, these Internet learning systems enable participants to continue learning beyond the end of the workshops or seminars they attended. (...) Second, the College has worked with the Learning Managers Community to develop the Organizational Learning Framework, which includes a set of six principles for good learning practice in organizations.
Language:English
Score: 358957.42 - daccess-ods.un.org/acce...sf/get?open&DS=A/58/305&Lang=E
Data Source: ods
BEYOND VOCATIONAL TRAINING : COMPETENCE MANAGEMENT AT STATISTICS SWEDEN / SUBMITTED BY STATISTICS SWEDEN
Statistics Sweden tries to enable individuals to learn but they themselves should also have to take responsibility for their own learning. (...) Relations and the capacity to support become more important than going forth and showing the way. We must learn how to learn. 16. Quickly changeable requirements from the surrounding world also affect learning. (...) It is about learning to learn. Budgeted courses 10% Competence developement in daily work 90% 19.
Language:English
Score: 358890.16 - daccess-ods.un.org/acce...open&DS=ECE/CES/2006/30&Lang=E
Data Source: ods
PROMOTION AND PROTECTION OF HUMAN RIGHTS : HUMAN RIGHTS QUESTIONS, INCLUDING ALTERNATIVE APPROACHES FOR IMPROVING THE EFFECTIVE ENJOYMENT OF HUMAN RIGHTS AND FUNDAMENTAL FREEDOMS : REPORT OF THE 3RD COMMITTEE : GENERAL ASSEMBLY, 64TH SESSION
Urges Member States to expand on efforts made during the International Year of Human Rights Learning, to consider devoting the financial and human resources necessary to design and implement international, regional, national and local long-term human rights learning programmes of action aimed at broad-based and sustained human rights learning at all levels, in coordination with civil society, the media, the private sector, academia, parliamentarians and regional organizations, including the A/64/439/Add.2 (Part I) 3 09-61399 appropriate specialized agencies, funds and programmes of the United Nations system, and where possible, to designate human rights cities; “3. (...) Invites relevant treaty bodies to include human rights learning in their interaction with States parties; “8. (...) Invites relevant treaty bodies to take human rights learning into account in their interaction with States parties; 8.
Language:English
Score: 358651.42 - daccess-ods.un.org/acce...S=A/64/439/ADD.2(PARTI)&Lang=E
Data Source: ods
STATEMENT / SUBMITTED BY PEOPLE'S DECADE FOR HUMAN RIGHTS EDUCATION, A NON-GOVERNMENTAL ORGANIZATION IN SPECIAL CONSULTATIVE STATUS WITH THE ECONOMIC AND SOCIAL COUNCIL
The most effective route to the fulfillment of that purpose is the learning and dialogue centered approach advocated by the Global Appeal for Human Rights Learning, signed by more than thirty world leaders and issued on December 10, 2004 by PDHRE. (...) Learning is the acquisition of human rights. Learning is development. (...) Societies, more than ever need human rights learning if they are to move towards the future of living together
Language:English
Score: 358512.92 - daccess-ods.un.org/acce...t?open&DS=E/2005/NGO/21&Lang=E
Data Source: ods
PROMOTION AND PROTECTION OF ALL HUMAN RIGHTS, CIVIL, POLITICAL, ECONOMIC, SOCIAL AND CULTURAL RIGHTS, INCLUDING THE RIGHT TO DEVELOPMENT :WRITTEN STATEMENT / SUBMITTED BY GRADUATE WOMEN INTERNATIONAL (GWI)
Reliable and inexpensive connectivity is required, especially in remote places if digital learning is to thrive. Noting the United Nations, Scaling-Up Digital Learning and Skills to Accelerate Progress Towards SDG4 report, and upholding that digital learning and skills training requires a targeted approach, GWI commends E9 Member States (six, Bangladesh, Egypt, India, Mexico, Nigeria, and Pakistan being GWI national affiliates) for their long-standing history of partnership and collaboration that offer a catalyst to accelerate progress on digital learning and skills training. (...) There is a critical need for closer collaboration between Ministries of Education, education institutions, Ministries responsible for energy and connectivity, and digital industries to ensure the sustainability of the distance learning system. The provision of decent learning conditions must include vital follow-up of all students learning remotely. (...) Encourage women and girls to seize the opportunity of e-learning to undertake higher- level education and training.
Language:English
Score: 358429.4 - https://daccess-ods.un.org/acc...open&DS=A/HRC/49/NGO/79&Lang=E
Data Source: ods