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A learning catalogue describing available learning resources has been published. (...) In addition to these learning enhancements, UNDP must establish a supportive learning environment that will lead to its becoming a true learning organization based on honesty, integrity and open and frank dialogue. (...) The missing catalysts are focused and sustained leadership that promotes a work environment conducive to learning; meaningful incentives to make learning happen; and career rewards for results-based learning accomplishments.

Increased use of technology-enhanced learning 22. Technology-enhanced learning continues to play a prominent role in the Institute’s activities. (...) The increase in e-learning beneficiaries is equally impressive. During the past biennium, the number of e-learning course participants more than doubled, from 2,080 in 2010 to 4,315 in 2011. (...) Veolia Environnement) have contributed to this impressive growth in e-learning and, more broadly, in technology-enhanced learning.

Decides that the year commencing on 10 December 2007 shall be proclaimed the International Year of Human Rights Learning, devoted to activities to broaden and deepen human rights learning as a way of life, on the basis of the principles of universality, impartiality, objectivity and non-selectivity, constructive international dialogue and cooperation, with a view to enhancing the promotion and protection of all human rights, civil, political, economic, social and cultural rights, including the right to development; “2. Also decides that the Human Rights Council shall promote the effective coordination and creative development of human rights learning among Member States and within the United Nations system; “3. (...) A/62/439/Add.6 5 07-61949 to increase its efforts to promote a human rights culture worldwide through education and learning, Convinced that every woman, man and child, in order to realize his or her full human potential, must be made aware of all his or her human rights and fundamental freedoms, Convinced also that human rights learning should contribute to the fulfilment of the Universal Declaration of Human Rights as a way of life for people everywhere, 1.

Step 12. Publish lessons learned report. V. Past activities and reports 7. (...) This function will also include planning and organizing lessons learned seminars or workshops, consultations with external experts, visits of lessons learned teams to the field and monitoring the progress of implementation of lessons learned. (...) The incumbent would also be responsible for the collection and analysis of studies on peacekeeping operations prepared by national, research and academic institutions, as well as the planning and organization of lessons learned seminars or workshops, consultations with external experts and visits of lessons learned teams to the field.

Encourages Member States to expand on efforts made beyond the International Year of Human Rights Learning and to consider devoting the financial and human resources necessary to further 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 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 take human rights learning into account in their interaction with States parties; 8. Calls upon the United Nations system and Member States to include human rights education and learning in the emerging post-2015 United Nations development agenda; 9.

Traditional learning tends to assume that for each unit of teaching there is one unit of learning, and disregards instinctive and informal learning. According to social learning theory, people learn mainly from each other. (...) The main issues raised during the session were: (a) Statistics Korea presented its experiences using electronic means in training, which included e-learning (by computers), m-learning (by PDAs), smart-learning (by smartphones) and u-learning (ubiquitous learning).

Follow-up to the International Year of Human Rights Learning The General Assembly, Recalling that the purposes and principles contained in the Charter of the United Nations include promoting and encouraging respect for human rights and fundamental freedoms for all, Recalling also its resolution 60/251 of 15 March 2006, in which it decided that the Human Rights Council should, inter alia, promote human rights education and learning as well as advisory services, technical assistance and capacity-building, Recalling further the 2005 World Summit Outcome, in which Heads of State and Government expressed their support for the promotion of human rights education and learning at all levels, including through the implementation of the World Programme for Human Rights Education, as appropriate, and encouraged all States to develop initiatives in that regard, 0F1 Recalling its resolutions 62/171 of 18 December 2007 and 63/173 of 18 December 2008 on the International Year of Human Rights Learning, Welcoming resolution 12/4 adopted by the Human Rights Council on 1 October 2009, 1F2 in which the Council decided on the focus of the second phase of the World Programme for Human Rights Education, and stressing the complementarity between human rights learning and human rights education, Acknowledging that civil society, academia, the private sector, the media and, where appropriate, parliamentarians can play an important role at the national, regional and international levels in the development and facilitation of ways and means to promote and implement learning about human rights as a way of life at the community level, _______________ 1 See resolution 60/1, para. 131. 2 See A/HRC/12/50, part one, chap. (...) Encourages Member States to expand on efforts made during the International Year of Human Rights Learning and 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 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 take human rights learning into account in their interaction with States parties; 8.

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 appropriate specialized agencies, funds and programmes of the United Nations system, and where possible, to designate human rights cities; 3. (...) Encourages relevant actors in civil society, including academia, the media and community leaders, to design learning programmes on human rights as a way of life towards the realization of economic and social justice for all; 7. Invites relevant treaty bodies to include human rights learning in their interaction with States parties; 8.

Sustainable development in formal, non-formal and informal learning 33 C. Competence within the education sector 35 D. (...) The European Union and other Western European counrriei 40 IV. Lessons learned 41 A. Upgrading existing activities 41 B. (...) They were used nicely in the publication Learning from Each Other, but they were not connected at all to the Strategy.

To achieve this, it is critical to promote a culture that supports continuous learning, motivates people to take advantage of learning opportunities, and helps individuals to identify and develop new, needed skills. (...) Also to be taken into consideration are deeper psychological constructs that drive people to change, learn and grow.37 Moreover, new approaches to learning that are oriented to cost-effective ways of delivering knowledge and support to individuals should be identified. 54. (...) A/74/284 11/14 19-13391 workers, as well as educational institutions.38 Access to lifelong learning, including e-learning, could also help to overcome the rural/urban divide and contribute to the sustainable development of marginalized rural populations.