Home

Results 51 - 60 of 683,031 for people students. Search took 2.909 seconds.  
Sort by date/Sort by relevance
How do we include young people in solving development challenges while working with them? (...) How do we include young people in solving development challenges while working with them? (...) The other challenge that AccLab provided is Public Awareness Raising on SDGs. Here, the students are expected to create a solution to increase public awareness on SDGs and they have been asked to focus on how to encourage people to take action.
Language:English
Score: 900782.4 - https://www.undp.org/turkiye/b...-challenges-while-working-them
Data Source: un
After the successful implementation of the campaign for the year, the participants are awarded a certificate for their contribution to the Global Goals aiming at a sustainable and just future for the people and the planet. About the World’s Largest Lesson In the very first edition of the campaign, during the school year 2015/2016, over (21,776) 216 schools and more than 16,700 primary and secondary students participated in lessons dedicated to one of the Sustainable Development Goals. (...) The materials are adapted for different age groups and include detailed lesson plans, presentations, worksheets, posters, videos. They introduce students to the Sustainable Development Goals and provide inspirational examples for concrete solutions to global problems proposed and developed by children and young people across the planet. (...) That is why many teachers enhance the activities proposed in the lesson plans with further project work, thus motivating their students to transfer the messages of the Global Goals into their daily lives – from recycling materials to better attitude towards disadvantaged people. 4.
Language:English
Score: 900471.2 - https://www.unicef.org/bulgari...9-07/WLL_broshure_2019_ENG.PDF
Data Source: un
The ILO's work in this particular area was presented, in addition to an opportunity to engage with students on issues related to negative perceptions of people with disabilities and attitudes of society. (...) Another initiative under the MOU included awareness-raising. Twenty-five students, a majority third year students, from the Asia Law Students' Association (ALSA) were invited to take part in Disability Equality Training (DET). DET explores the concept of people being disabled by society's barriers and attitudes.
Language:English
Score: 900072.7 - https://www.ilo.org/wcmsp5/gro...ts/publication/wcms_161524.pdf
Data Source: un
And then if you try to be different, you get backlash A 19-year-old, pansexual, non-binary intersex student participating in the IGLYO survey Fifty-four percent of LGBTQI people have experienced bullying in school at least once based on their sexual orientation, gender identity, gender expression or variations of sex characteristics, according to a survey of more than 17,000 children and young people aged 13 to 24. The survey also showed that 83% of students had at least sometimes heard negative comments towards LGBTQI students, and 67% had been the target of negative comments at least once. (...) The criminalization or pathologizing of sexual orientation, gender identity, gender expression and variations of sex characteristics and the denial of equal rights to LGBTQI learners must end to tackle the threats and bullying against LGBTQI students. UNESCO and IGLYO also call on governments and schools to roll out the teaching of human rights education and other subjects, including history and social studies, to introduce LGBTQI people, their history and experience in teaching programmes.
Language:English
Score: 899580.1 - https://en.unesco.org/news/ove...lied-school-says-unesco-report
Data Source: un
Students immediately became active. And when the students learned that the facilitators also came from other ethnic minority backgrounds, they felt more relaxed sharing their opinions and stories. Understanding the students' self and thinking positively: The foundation of empowerment Unfortunately, stereotypes persist about ethnic minorities and this has a real impact on student. (...) I AM ABLE TO…… After the workshop, those students expressed that they were able to …open a restaurant to supply happy meals to make sad people happier Student, Dai An 1 lower secondary school, Soc Trang province ...overcome difficulties, developing my strengths to become a good farmer Student, Dong Dau lower secondary school, Ninh Thuan province ...convey and express the cultural traditions of our people - the Cham people, so together, everyone knows to preserve and be proud of the culture of the Cham people Student, Dong Dau lower secondary school, Ninh Thuan province ... be who I am Student, Ban May primary and lower secondary ethnic semi-boarding school, Ha Giang province The capacity building workshops were organised in the framework of the “We are ABLE project” project, implemented by UNESCO in close partnership with the Ministry of Education and Training and the Committee for Ethnic Minority Affairs, with financial support from CJ Group and the UNESCO Malala Fund for Girls’ Right to Education.
Language:English
Score: 899091.2 - https://en.unesco.org/news/together-we-learned-we-are-able
Data Source: un
Partly due to economic growth, partly as the result of reforms and measure Slovenia has implemented aiming to support employment of young people. However, the remaining challenge is to increase sustainable employment of young people, since the share of temporary employment among young people is still very high. 2. (...) Sustainable employment for young people: subsidized permanent employment for young people at least 3 month unemployed (this condition has been lately abandoned). (...) The questions will focus on: - students’ career expectations (a lot of learning practical work, patience for working with people, good organiser, etc.), - favourite school subjects, school activities and extracurricular activities, - favourite careers and possible obstacles for following these careers, - why they wish to choose their desired career (respect, creativity, peers, salary, etc.), - students’ plans for the following school year (whether they will enroll in upper secondary education, which school and educational programme they will choose and also if they plan studies abroad or perhaps not study at all.
Language:English
Score: 898860.8 - https://www.ohchr.org/sites/de...Issues/ESCR/Youth/Slovenia.doc
Data Source: un
UPSHIFT’s focus on using a community-first approach to train young people on social innovation and entrepreneurship is relevant within this context. (...) Nationwide, the country’s 14 schools for the deaf aim to provide basic education and vocational training to their students but are under-resourced. The pilot sought to test how UPSHIFT could complement existing resources and school curriculum to effectively reach students, targeting 56 students in two schools for the deaf in Tema and Mampong. (...) UNICEF and AHIC will continue to unpack learnings from the pilot, with the objective to identify pathways to scale UPSHIFT in Ghana for all young people. The pilot has helped us adapt and test a customized version of the UPSHIFT curriculum, identify schools as a long-term pathway for delivery, identify the incentives that drive behavior by various stakeholders, and begin to understand gaps within the social structures and labor market that the deaf students will engage with when they transition to the workplace.
Language:English
Score: 898601.8 - https://www.unicef.org/ghana/s...y-young-person-no-matter-their
Data Source: un
Sunstein outlined the potential for more innovative and less coercive government interventions to shape people’s behaviour. A central premise behind nudge theory is that people frequently behave in a way that is difficult to predict and not in their own best interest. (...) Lessons regarding food waste impacts on the environment, on loss of resources, on its cause were given to the students, in order to raise awareness of a selected group of students (30 students for each school). (...) We apply a “nudge” approach for enabling and encouraging change in students, families and people in order to overcome food wasting behavior.
Language:English
Score: 898385 - https://www.fao.org/fsnforum/comment/8327
Data Source: un
Sunstein outlined the potential for more innovative and less coercive government interventions to shape people’s behaviour. A central premise behind nudge theory is that people frequently behave in a way that is difficult to predict and not in their own best interest. (...) Lessons regarding food waste impacts on the environment, on loss of resources, on its cause were given to the students, in order to raise awareness of a selected group of students (30 students for each school). (...) We apply a “nudge” approach for enabling and encouraging change in students, families and people in order to overcome food wasting behavior.
Language:English
Score: 898385 - https://www.fao.org/fsnforum/ar/comment/8327
Data Source: un
Sunstein outlined the potential for more innovative and less coercive government interventions to shape people’s behaviour. A central premise behind nudge theory is that people frequently behave in a way that is difficult to predict and not in their own best interest. (...) Lessons regarding food waste impacts on the environment, on loss of resources, on its cause were given to the students, in order to raise awareness of a selected group of students (30 students for each school). (...) We apply a “nudge” approach for enabling and encouraging change in students, families and people in order to overcome food wasting behavior.
Language:English
Score: 898385 - https://www.fao.org/fsnforum/index.php/fr/comment/8327
Data Source: un