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Catch up on what’s happening in the world of global citizenship education.
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International education workshop for girls and women was opened in Beijing 2019-03-25 In order to implement the 2030 Agenda for Sustainable Development, promote gender equality in education and promote the development of international education for girls and women, the international education workshop for girls and women jointly organized by the Ministry of Education and UNESCO opened in Beijing on June 4. URL:http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/moe_1485/201606/t20160606_248299.html 
教育如何推动法治？ 2019-03-24 Public trust in institutions is in decline, and institutions need to grow out of their traditional roles and forge a new engagement model that puts people at the centre, according to the Edelman Trust Barometer. The new joint publication by UNESCO and UNODC Strengthening the Rule of Law through Education: A Guide for Policymakers explores the role that education institutions can play in promoting the rule of law and building new forms of engagement based on global citizenship, human rights and inclusion -- all of which are vital to take forward the Sustainable Development Goal 4 on education, at the heart of the 2030 Agenda for Sustainable Development. Why is it important to promote the rule of law through global citizenship education? Education institutions have an important role to play in forging this new engagement model with young people and in cultivating a sense of shared responsibility for our common future. This is why a key pillar of global citizenship education is learning about the rule of law. The rule of law is essential to develop trustworthy institutions and relationship of mutual trust in institutions, by ensuring they are held accountable, transparent and accessible to all. Promoting the rule of law requires systems, such as governance and justice that safeguard human rights and also citizens that are empowered to participate and engage constructively in society. Education systems that uphold and promote respect for the rule of law, in adherence with international human rights and fundamental freedoms, nurture mutual trust between learners and public institutions. Moreover, education that adheres to the principles of the rule of law can help develop learners’ ability to critically understand essential elements of accountability, equality and fairness. For instance, schools can model a culture of transparency by having a policy of sharing school data with the public (open school data). Promoting the rule of law through education also helps learners acquire the knowledge, skills, values and attitudes they need to contribute constructively to society. It allows them to positively shape public institutions and their policies, thereby encouraging non-violent and peaceful avenues of civic engagement. How can the UNESCO/UNODC guide help policymakers and educators? Strengthening the Rule of Law through Education: A Guide for Policymakers is intended for education policymakers and other professionals working in the formal education sector, within and outside Ministries of Education, and who are seeking to promote the rule of law and a culture of lawfulness. The guide may also be of interest to professionals working in non-formal education settings or other sectors – namely the justice, social and health sectors - in the area of crime and violence prevention, who are seeking to work more closely with the education sector. In particular, the guide offers: An explanation of key concepts, such as the rule of law and a culture of lawfulness, as well as outlining the role of education in upholding and promoting the rule of law; Guidance on how the education sector is able to strengthen and promote the rule of law, for instance, by speaking to the real learning needs of children and youth, and by ensuring that places of learning “practice what they preach”; A map of the necessary support systems needed to strengthen the rule of law at the school and classroom levels and outside formal education settings, including curricular support, classroom pedagogies, teacher training and development and school-family-community partnerships. To address the needs of this diverse mix of education stakeholders and professionals, the guide blends both theory and practice, and draws on examples from around the world. A unique partnership that adds value By combining their resources and expertise, UNESCO and UNODC are seeking to build the capacities of educators, teachers and policymakers to plan and undertake educational activities that empower learners to take constructive and ethically responsible decisions and actions in their daily lives that support justice, human rights and strong institutions to defend them. The policy guide will be released as part of the WISE@Paris Forum on “Education Futures: Fostering Learning Societies. The WISE@Paris Forum brings together teachers, policymakers, and influential experts from all sectors to build the future of education through empowerment and partnership. In the framework of the WISE@Paris events, UNESCO, UNODC and WISE have joined forces in organizing a panel session at UNESCO on Global Citizenship Education for Peaceful and Inclusive Societies, held on 20 February 2019 (4pm-5.30pm) at UNESCO headquarters. The session brings together a range of perspectives, to explore how education can foster ethically responsible citizens that actively contribute to building peaceful and inclusive societies. Speakers include H.E. Mrs Erlinda Hándal Vega, Deputy Minister of Science and Technology, Ministry of Education, Science and Technology from the Republic of El Salvador, Professor Fethi Mansouri, Founding Director of the Alfred Deakin Institute for Citizenship and Globalisation at Deakin University, Australia and UNESCO Chair on Cultural Diversity and Social Justice as well as Ms. Onyinye Ough, Executive Director, Step Up for Social Development & Empowerment in Nigeria. The event is organised in the context of the UNESCO/UNODC partnership, which aims to contribute to advancing the implementation of the 2030 Agenda for Sustainable Development, in particular Sustainable Development Goals 4 and 16, which call for quality education and the building of peace, justice and strong institutions. URL:https://en.unesco.org/news/how-education-can-strengthen-rule-law 
ESD Success Story 2019-03-19 In order to further promote the experience of Education for Sustainable Development (ESD) in some advanced countries, UNESCO has continuously collected the progress of ESD in various countries through questionnaires and field trips in the past few years, and has begun to edit ESD Success Story. UNESCO hopes that the rest of the world will pay more attention to and learn from the outstanding experiences of ESD in the following countries. URL:http://www.esdinchina.org/newsitem/274204970 
Language Technology and Human Well-being International Language and Culture Forum was held in Beijing 2019-02-12 9月12日，以“语言科技与人类福祉”为主题的首届国际语言文化论坛在北京外国语大学举办。联合国教科文组织执行局局长迈克尔•沃博思，教育部副部长、国家语言文字工作委员会主任杜占元，北京市副市长、北京市语言文字工作委员会主任王宁出席论坛开幕式并讲话。保加利亚、冰岛、波兰、哈萨克斯坦、拉脱维亚、伊朗等国家驻华使馆代表以及来自19 个国家的200余名专家学者出席了开幕式。 杜占元指出，语言与科技的碰撞交融由来已久。当前，以信息技术为核心的当代科技革命在全球蓬勃兴起、突飞猛进，引导着众多高新技术领域的变革，迅速改变着人们的生产、生活方式，也必将对语言生活产生深刻影响。 杜占元强调，作为一个多语言、多方言、多文种的国家，中国政府长期致力于推广和规范使用国家通用语言文字，科学保护各民族语言文字，同时高度重视并积极推动语言与科技的融合。面向2020年，中国政府将全面推动语言文字事业服务国家发展需求，大力推进语言文字信息化建设，推动语言文字信息化技术创新发展、语言资源建设、语言文字信息化平台建设、创新语言文字服务方式。 杜占元对进一步加强语言文化交流与合作提出四点倡议，一是进一步促进人类语言文化成果交流互鉴，二是加强语言文化基础研究，三是推动语言与科技的融合，四是重视语言能力建设。 王宁指出，首届中国北京国际语言文化博览会的举办，将填补世界华语区语言文化主题博览会的空白。这一中外语言文化交流互鉴的盛会，对于北京城市的语言文化建设、语言事业的繁荣和语言产业的发展，必将具有重大而非凡的意义。 迈克尔指出，联合国教科文组织支持和鼓励成员国开展包容性教育、推动可持续发展，同时通过发展多语言政策与多语言教育弘扬文化与语言多样性。他表示，中国一直走在推动语言多样性的前列，通过多语言来促进跨文化沟通与文明互鉴。语言对于理解不同文化以及实现联合国全民教育目标具有重要作用，因此联合国教科文组织制定了行动框架，推动包容性语言政策的制定以及多语言教育的可持续发展。 本次论坛彰显国际性、思想性与学术性，聚焦语言政策与语言教育、语言智能与产业发展、工具书与文化传承、语言康复与人类健康等议题展开研讨，9位中外学者在大会做主旨发言。分论坛采取专题发言、研讨互动、课题展示和特别推介等多种形式进行，200余名学者参加交流研讨。论坛是全球经济一体化、文化多元化时代背景下，促进语言与科技融合，谋求人类福祉的一次盛会，为各国学者搭建了深入交流的平台。 本次论坛是首届中国北京国际语言文化博览会（简称语博会）的重要组成部分，由国家语言文字工作委员会主办，北京外国语大学承办，北京市语言文字工作委员会、外语教学与研究出版社、商务印书馆、科大讯飞股份有限公司、中国辞书学会等单位共同协办。 URL:http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/moe_1485/201709/t20170912_314335.html 
Linking Bamboo and World Heritage with Creativity : UNESCO & INBAR joint session at the Global Bamboo and Rattan Congress draw to a successful close 2019-02-12 On 26th June, the UNESCO & INBAR (International Network for Bamboo and Rattan) joint session at the Global Bamboo and Rattan Congress “Linking Bamboo and World Heritage with Creativity” draw to a successful close at the National Convention Centre in Beijing. 28 representatives from 22 organizations participated in the session, including the Ministry of Culture and Tourism, the pilot World Heritage sites of Shilin (South China Karst), Chishui (China Danxia), and Ya’an (Sichuan Giant Panda Sanctuaries), Chengbu Miao Autonomous County of Shaoyang Municipality of Hunan Province, Beijing Gugong Cultural Promotion Co., Ltd, Jingdezhen Ceramic Culture Tourism Group, Shanghai Academy of Fine Arts, Tsingyuan Culture Heritage and China Youth Development Foundation Mercedes-Benz Star Fund. The session consisted of 2 parts, in the first session of “setting the scene”, Ms. Li Yanxia, the Senior Officer of Global Programme of INBAR, Ms. Zhang Xiaoli, the Consultant of Management Section, Intangible Cultural Heritage Department of the Ministry of Culture and Tourism, and Ms. Lu Ye, Project Officer for Culture at UNESCO Beijing Office gave interpretations on the concepts of “Bamboo and Rattan”, “Intangible Cultural Heritage” and “World Heritage Sustainable Livelihood” respectively, which are the guiding concepts of the whole session. From the adaptation of bamboo and rattan industry to the social-economic development, Ms. Li Yanxia introduced the role of bamboo and rattan industry in promoting the United Nations 2030 Agenda for Sustainable Development Goals. Ms. Zhang Xiaoli introduced the efforts made and achievements obtained in intangible cultural heritage safeguarding in recent years in China, and the initiatives and practices in addressing the challenges within the context of industrialization and urbanization. Ms. Lu Ye mainly introduced the concept of the World Heritage Sustainable Livelihood activity under the UNESCO-China Youth Development Foundation Mercedes-Benz Star Fund Cooperation Project, and the contribution and potentials through combining the power of heritage sites, traditional practice and creative industries to promote heritage and sustainable socio-economic developments. In the round-table discussion session, the representatives presented the works of their respective fields, their challenges faced and cooperation needed, the relationships between intangible cultural heritage, cultural creativity, World Heritage and sustainable development were discussed, and directional recommendations were made towards multi-stakeholder cooperation in the future. Mr. Fang Kai, the Standing Committee Member of County CPC Committee, Deputy County Chief of Chengbu Miao Autonomous County of Shaoyang Municipality of Hunan Province presented the poverty alleviation concept of “ecological development” and the development status of the local bamboo industry, expressing the will to promoting the poverty alleviation of Chengbu through expanding cooperation. Subsequently, Mr. Liao Chaolin, the Deputy Director of Chishui Scenic and Historic Area Management Bureau and Ms. Yang Changqin, ICH transmitter, Mr. Ang Gui from Shilin Scenic and Hitoric Area Management Bureau and Ms. Chen Nan, the Trustee of Human and Environment Linkage Programme introduced respectively the implementing status of the UNESCO World Heritage Sustainable Livelihood activity, including the preliminary accomplishments and future plans. From the aspect of the role of universities in promoting intangible cultural heritage continuation and training transmitters, Prof. Jin Jiangbo from Shanghai Academy of Fine Arts introduced the activities implemented by his university, such as training ICH transmitters through ICH training classes and teaching cooperation on national and international levels, as well as innovative activities introducing ICH and creativity to primary schools and communities. Mr. Liu Zili, the President of Jindezhen Ceramic Culture Tourism Group then gave a talk on how Jindezhen, based on the transmission of porcelain craftsmanship, has established a hybrid cultural and creative industrial park to revive traditional porcelain craftsmanship among young generation. Ms. Chen Yuanyuan, the Vice CEO of Beijing Gugong Cultural Promotion Co., Ltd, talked about the concept of approaches of the Palace Museum exploiting creative products based on its collections, with examples of the products produced. At last, on behalf of the Star Fund, Ms. Zhang Xiaoju, the Senior Manager of Media Relations and Corporate Social Responsibility, introduced the aspiration of Mercedes-Benz in promoting World Heritage conservation, and its main focuses in social responsibilities, expressing the hope of promoting World Heritage Sustainable Livelihood, by enhancing the long term cooperation with the UNESCO and making use of the commercial resources and platform of Mercedes-Benz. This session enabled a dialogue between multiple parties, it is not only important to enhancing the horizontal connections between World Heritage sites, but also providing a platform to expand the cooperation between the cultural and creative industries and private enterprises. Just as Ms. Azoulay, the Director-General of UNESCO, pointed at the opening ceremony of the 42nd session of the World Heritage Committee, “…proud of the diversity and richness of World Heritage. Heritage conservation is an approach of cooperation, is a partnership”. As the follow-up of the session, the activity shall further study and enact an action plan to facilitate the establishment of multi-stakeholder partnerships, and provide more good practices to World Heritage conservation and sustainable development. URL: https://mp.weixin.qq.com/s/Gh5lVIitSL4QbyCn1jeTuw 
New breakthroughs in student funding and nutrition improvement programs in Guizhou, China 2019-02-12 本报讯（通讯员 景应忠 记者 朱梦聪）记者近日获悉，今年前三季度，贵州省投入近118亿元资金用于学生资助和营养改善计划，惠及学生826万人次，实现“应助尽助”，全省学生资助和营养改善计划工作取得新突破。 贵州省从2017年起，在农村义务教育学生营养改善计划方面实现了对农村义务教育阶段学生全覆盖，惠及389.2万名农村中小学生。从2018年秋季学期开始，营养改善计划在贵州全省农村学前教育机构实现了全覆盖，87个县9921所学前教育机构的86.18万名农村学前教育儿童受益。仅此一项，贵州省、市（州）、县三级财政投入营养膳食补助资金就达4.66亿元。 在教育精准扶贫资助方面，贵州省委、省政府统一部署，深入开展教育精准扶贫学生资助春风行动和夏秋攻势行动，全面开通“绿色通道”保障农村建档立卡贫困家庭学生直接按资助标准免费无障碍入学，目前已下达教育精准扶贫学生资助专项资金16.99亿元，资助农村建档立卡贫困学生46.51万人次。 在实施国家资助、贷款政策方面，目前贵州省下达各级各类学生资助资金57.86亿元，受益学生307.21万人次；全省申请助学贷款学生达41.37万人，申请贷款金额28.1亿元。 URL:http://www.moe.gov.cn/jyb_xwfb/s5147/201810/t20181019_352138.html 
From “basic education”to“better education”: How to realize the integration of urban and rural development of compulsory education 2019-02-12 8月28日，受国务院委托，教育部部长陈宝生向全国人大常委会报告关于推动城乡义务教育一体化发展、提高农村义务教育水平工作情况。国务院《关于统筹推进县域内城乡义务教育一体化改革发展的若干意见》印发两年来，城乡义务教育一体化发展取得了哪些进展，存在哪些问题，下一步如何解决？报告进行了详细阐述。 破除“农村弱”：补齐农村义务教育短板 【进展】中央财政教育转移支付2018年增加到3067亿元，80%用于中西部农村和贫困地区。农村普通小学、初中生均教育经费支出2017年分别达到1.14万元、1.55万元。实施全面改善贫困地区义务教育薄弱学校基本办学条件项目, 全国832个贫困县的10.3万所义务教育学校办学条件达到“底线要求”，占94.7%。截至去年年底，全国2379个县通过义务教育基本均衡发展督导评估认定，占比达81%。 组织开展留守儿童摸底排查，共摸排农村留守儿童902万人，其中义务教育阶段留守儿童589万人。2017年，全国共批评教育失职父母9.1万人、治安管理处罚282人、依法追究失职父母刑事责任16人、依法撤销失职父母监护权案例17个，帮助76万名存在家庭监护问题的儿童得到有效监护，劝返1.77万名辍学留守儿童复学就读。全国1631个县实施营养改善计划，受益学生3700多万人。 【问题】一些乡镇寄宿制学校寄宿生活条件简陋，校园文化生活贫乏，学生上下学交通不便。一些乡村小规模学校的基本办学条件亟待改善。一些贫困地区初中学生辍学现象还比较突出。乡村学校教育质量、办学水平还存在明显差距。 【举措】实施乡村教育底部攻坚。统筹做好农村学校布局规划，推动各省以县为单位修订完善义务教育学校布局专项规划。以改善乡村学校教学、生活、卫生条件和校园文化环境为重点，全面加强乡村小规模学校、乡镇寄宿制学校建设，着力办好农民“家门口的好学校”。实施教育信息化2.0行动计划，向农村输送优质教育资源。深入做好义务教育控辍保学工作，加强留守儿童关爱保护，认真落实联保联控责任，完善学籍系统与国家人口库比对核查机制，重点加强对辍学高发区的监测，因地、因家、因人施策，做好劝返复学工作。 减轻“城镇挤”：扩大城镇教育资源 【成绩】2017年义务教育大班额比例下降为10.1%、超大班额比例下降为2.4%，相比2015年，全国大班额数量减少了25%，超大班额数量减少50%，是近10年来下降幅度最大的一年。2017年，全国共有义务教育阶段随迁子女1406.6万人，比上年增加11.9万人，其中80%进入公办学校就读，另有7.5%享受政府购买民办学校学位服务，并全部纳入生均公用经费和“两免一补”补助范围。 【问题】城镇地区面临着学校建设用地、学位资源、教师资源紧缺的困境，导致大班额现象还比较突出。 【举措】坚持多管齐下、综合施策、标本兼治，要求各地落实消除大班额的时间计划，强化督导督查，实行工作台账销号制度。加快城镇学校建设，加强部门协调，设立“绿色通道”，缩短审批立项流程，认真落实小区配建规划，保障足够学位供给。深入推进义务教育免试就近入学改革，严格按照标准班额招生，适当稳定乡村生源，合理分流学生，缓解城镇学校就学压力。确保实现“2018年基本消除超大班额、2020年基本消除大班额”的工作目标。 解决“教师苦”：创新教师工作机制 【进展】28个省份实施地方公费师范生教育，每年吸引4万名高校毕业生直接到农村中小学任教。深入实施中小学教师“国培计划”，2016—2017年对360余万名乡村校长教师进行专业化培训。继续实施农村教师特岗计划，选派约8万名优秀大学毕业生到乡村学校任教。“越往基层、越是艰苦、待遇越高”的局面初步形成，惠及725个县的127万名乡村教师。 【问题】一些地方师资统筹配置不够，还难以满足教育教学基本需求。教师待遇保障机制不健全，教师绩效工资核定办法有待完善。有的地方乡村教师保障条件不落实，难以吸引和留住优秀教师在乡村任教，存在“招不来、留不住”问题。乡村教师培训缺乏针对性、有效性，培训内容和模式需进一步完善，乡村教师队伍的整体素质亟待提高。 【举措】大力开展教师全员培训，努力建设一支高素质专业化教师队伍。完善义务教育学校编制核定工作，各省明确乡村小规模学校编制具体核定标准和办法，对寄宿制学校适当增加编制。创新教师补充机制，完善特岗教师政策，实施银龄教师讲学计划，推进城乡教师交流轮岗。深化教师职称制度改革，推进县域内城乡学校中、高级岗位教师比例大体相当。进一步完善义务教育绩效工资总量核定办法，确保义务教育教师平均工资收入不低于当地公务员平均工资收入水平。切实落实乡村教师享受乡镇工作补贴、集中连片特困地区生活补助和艰苦边远地区津贴等政策，鼓励有条件的地区适当提高标准、扩大实施范围，继续建设乡村教师周转宿舍。 打破“城乡二元壁垒”：加大政府统筹力度 【进展】制定城乡统一的学校建设标准，落实城乡统一的教师编制标准，实现城乡统一的生均公用经费基准定额标准，完善城乡统一的学校基本装备配置标准，实现“两免一补”政策全覆盖，着力破除城乡二元结构壁垒。 2017年国家财政性教育经费投入3.42万亿元，其中53%用于义务教育。2017年小学学龄儿童净入学率达99.91%，初中学生毛入学率达103.5%，均高于世界高收入国家平均水平。九年义务教育巩固率达到93.8%，比2015年提高了0.8个百分点。视力、听力、智力三类残疾儿童少年义务教育入学率达到90%以上。 【问题】义务教育实行“省级统筹、以县为主”管理体制，有的省级政府未能切实履行政府统筹责任，在区域协调、办学标准、经费投入、教师编制等方面缺乏统筹和保障，特别是对一些财政比较困难的县倾斜支持不够。一些市级政府缺乏主动作为、有力指导。一些县级政府财力不足，存在“等靠要”思想，缺乏对县域城乡学校整体规划，缺乏推进落实的有效举措。 【举措】进一步完善和落实“省级统筹、以县为主”管理体制，加大对贫困地区的倾斜扶持力度。坚持把“义务教育有保障”作为贫困人口退出、贫困县摘帽的硬性要求。继续开展国家义务教育基本均衡督导评估认定，2018年年底努力实现全国85%的县（区）达到基本均衡；到2020年，比例达到95%；在本届政府任期内，全面实现基本均衡。同时，启动义务教育优质均衡督导评估认定工作，推动从“有学上”向“上好学”转变。（本报记者 靳昊 刘华东） URL:http://www.moe.gov.cn/jyb_xwfb/s5147/201808/t20180830_346565.html 
Review of the achievement of ethnic education development in China 2019-02-12 新华网北京8月17日电（记者 刘奕湛 吴晶）民族地区和少数民族幼儿接受普惠性学前教育的比例大幅提高;义务教育阶段学生全部实现免费上学;中等职业学校农村学生和涉农专业学生全部免除学费并补助生活费…… 自2002年第五次全国民族教育工作会议特别是党的十八大以来，国家资助政策和民族地区的特殊资助措施，教育基本公共服务均等化水平不断提高，各民族学生公平接受教育的权利得到切实保障，少数民族学生深刻感受到了“同在蓝天下、共沐春风里”的教育温暖。 “软”“硬”兼施：提升民族地区教育质量 “最安全的地方是学校、最漂亮的建筑是校舍、最美丽的环境是校园。”无论走到祖国哪里，学校越来越成为民族地区一道亮丽风景线。 发展民族教育，直接关系着民族地区的未来发展。党的十八大提出要重视和加强民族教育发展，资源配置要向农村地区、贫困地区、民族地区倾斜。 民族教育已经迎来投入最多、建设规模最大、民族地区办学条件改善最显著的时期：中央和地方政府先后投入4000多亿元，实施学前教育三年行动计划、薄弱学校改造等系列重大工程项目，建成了一批教学、生活、活动和卫生设施配套齐全、办学条件基本达标的寄宿制学校和双语幼儿园，教育信息化覆盖了边远民族地区乡村，优质教育资源初步实现了共建共享…… 办学条件的改善，是民族地区发展教育的基础“硬件”;而教师素质的提升，是民族教育提升质量的核心“软件”。 近年来，通过实施教育部直属师范大学免费师范生教育、“农村义务教育阶段学校教师特设岗位计划”和“农村学校教育硕士师资培养计划”等项目，广大民族地区迎来了17.7万名有志投身教育事业的优秀教师;通过实施“农村中小学教师新课程网络培训项目”“援助西藏教师培训计划”“援助新疆教师培训计划”“援助边境民族地区中小学骨干教师培训项目”和“中小学教师国家级培训计划”等培训项目，民族地区140万人次的教师获得了有效素质提升。 教师队伍规模和质量的双提升，无疑为双语教育的科学稳妥推进创设了良好的环境。目前，从学前到普通高中，我国实施双语教育学校有1.2万多所，接受双语教育学生有410万人，双语教师有23.5万人。 为加大双语教师队伍建设力度，“国培计划”向民族地区农村中小学特别是双语教师倾斜，“特岗教师”优先保障双语教师需求。2014年，中央安排0.6亿元专项资金，培训双语教师1.58万人次。与此同时，双语教育资源库的开发建设也紧锣密鼓。其中，中央和新疆共投入9.1亿元，实施了854个计算机教室和4.07万个班的“班班通”建设项目，新疆中小学双语班“班班通”覆盖率达85%。 技能培训：助力少数民族学生就业创业 “职业教育就像一束阳光，照亮了我的人生。如果没有国家开办的内地西藏中职班，我可能现在还在老家务农。”2014年全国职业院校技能大赛冠军扎西曲邓说，他的老家在西藏昌都。 因家庭经济困难，他初中毕业后便辍学在家务农，一干就是5年多，直到2011年，他考上了浙江的内地西藏中职班。 3年后，扎西曲邓以过硬的技术，在全国职业院校技能大赛中勇夺汽修大赛车身修复(钣金)项目比赛冠军，并被保送进入西藏职业技术学院继续深造。而他的同学，有一半以上已在家乡的汽修行业就业。 在民族地区，像扎西曲邓这样因职业教育和国家特殊帮扶政策而改变命运的学生还有很多。 近年来，党中央、国务院大力支持民族地区职业教育发展，着力提升少数民族学生就业创业技能和幸福生活指数。 “十一五”期间，中央财政向5个自治区安排21.04亿元，支持了576所职业学校建设。根据《国家中长期教育改革和发展规划纲要(2010-2020年)》的规划部署，民族地区承担了4项国家教育体制改革中等职业教育重大试点项目和16项中等职业教育改革创新试点项目。 作为我国第一个西部职业教育改革试验区，2009年，四川在全国率先启动实施藏区“9+3”免费职业教育计划，每年组织约1万名藏区学生到川内优质职业学校免费接受中等职业教育，其中87%以上的学生来自农牧民家庭，实现藏区贫困农牧民学生“零缴费”和“无障碍入学”。 如今，已有4届“9+3”毕业生走向社会，初次就业率均达到98%以上。这一计划让藏区老百姓感受到了党的温暖，也看到了一人成才、全家脱贫的美好前景。 守望相助：筑牢民族团结深厚根基 对于杭州师范大学附中新疆班2011级学生艾尔登才次克来说，在内地的4年是一种蜕变。通过在内地民族班的努力学习，这名来自新疆巴音布鲁克草原的蒙古族姑娘已经从一名青涩少女成长为自信、优秀的校学生会主席。 1984年，针对西藏教育落后、人才匮乏的状况，中央政府开始在内地创建西藏学校、举办西藏班。随后，内地民族班如雨后春笋，一批批少数民族学生的命运由此改变，民族地区发展的内生动力与日俱增。 时至今日，我国已经形成涵盖初中、高中、中职、本专科、硕士、博士等各层次的内地办学体系。通过内地办学，我国55个少数民族都有了自己民族的本科生和研究生，以教育和人才为重要依托的“对口支援”已成为民族地区少数民族群众耳熟能详的字眼。 在西藏，3万余名从内地毕业的藏族学生已在教育、医疗、交通、部队等各行各业成为骨干力量，他们不仅带回了内地先进的知识和经验，也带回了与各族同胞的深厚情谊。正如从事教育工作30余年的西藏山南地区教体局局长赤列边巴说，内地民族就是少数民族群众“远方的家”。 举办内地民族班，不仅是中国教育发展历程中的惠民创举，也是世界教育发展史上的独到经验。它不仅是培养少数民族人才队伍的有效手段，更是增进各民族团结的情感纽带。 手足相亲、守望相助。 教育部有关负责人表示，今后一段时期，民族教育要以制度建设为基础，以结构调整和质量提升为重点，完善普惠政策，采取特惠措施，扎实推进民族教育全面协调可持续发展。一要完善民族教育优先发展的保障机制，二要加强民族地区教育基本公共服务能力建设，三要提高民族团结教育的针对性和实效性，四要坚定不移推进双语教育，五要加快现代职业教育体系建设，六要推进各级各类教育协调发展，七要加快高素质教师队伍建设。 URL:http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/201508/t20150817_200581.html 
Giving priority to developing education in rural areas 2019-02-12 本报北京2月4日讯（记者 杨彬 张晨）《中共中央国务院关于实施乡村振兴战略的意见》日前印发，对实施乡村振兴战略进行了全面部署。《意见》强调，优先发展农村教育事业，建好建强乡村教师队伍。据悉，这是改革开放以来第20个、新世纪以来第15个指导“三农”工作的中央一号文件。 《意见》指出，实施乡村振兴战略，是解决人民日益增长的美好生活需要和不平衡不充分的发展之间矛盾的必然要求，是实现“两个一百年”奋斗目标的必然要求，是实现全体人民共同富裕的必然要求。《意见》从提升农业发展质量、推进乡村绿色发展、繁荣兴盛农村文化、构建乡村治理新体系、提高农村民生保障水平、打好精准脱贫攻坚战、强化乡村振兴制度性供给、强化乡村振兴人才支撑、强化乡村振兴投入保障、坚持和完善党对“三农”工作的领导等方面进行安排部署。 《意见》确定了实施乡村振兴战略的目标任务：到2020年，乡村振兴取得重要进展，制度框架和政策体系基本形成；到2035年，乡村振兴取得决定性进展，农业农村现代化基本实现；到2050年，乡村全面振兴，农业强、农村美、农民富全面实现。 《意见》强调，提高农村民生保障水平，优先发展农村教育事业。高度重视发展农村义务教育，推动建立以城带乡、整体推进、城乡一体、均衡发展的义务教育发展机制。全面改善薄弱学校基本办学条件，加强寄宿制学校建设。实施农村义务教育学生营养改善计划。发展农村学前教育。推进农村普及高中阶段教育，支持教育基础薄弱县普通高中建设，加强职业教育，逐步分类推进中等职业教育免除学杂费。健全学生资助制度，使绝大多数农村新增劳动力接受高中阶段教育、更多接受高等教育。把农村需要的人群纳入特殊教育体系。以市县为单位，推动优质学校辐射农村薄弱学校常态化。统筹配置城乡师资，并向乡村倾斜，建好建强乡村教师队伍。 《意见》指出，汇聚全社会力量，强化乡村振兴人才支撑。实施乡村振兴战略，必须破解人才瓶颈制约。要把人力资本开发放在首要位置，畅通智力、技术、管理下乡通道，造就更多乡土人才，聚天下人才而用之。 要大力培育新型职业农民。全面建立职业农民制度，完善配套政策体系。实施新型职业农民培育工程。支持新型职业农民通过弹性学制参加中高等农业职业教育。鼓励各地开展职业农民职称评定试点。 要加强农村专业人才队伍建设。建立县域专业人才统筹使用制度，提高农村专业人才服务保障能力。推行乡村教师“县管校聘”。实施好边远贫困地区、边疆民族地区和革命老区人才支持计划，继续实施“三支一扶”、特岗教师计划等，组织实施高校毕业生基层成长计划。支持地方高等学校、职业院校综合利用教育培训资源，灵活设置专业（方向），创新人才培养模式，为乡村振兴培养专业化人才。 要发挥科技人才支撑作用。全面建立高等院校、科研院所等事业单位专业技术人员到乡村和企业挂职、兼职和离岗创新创业制度，保障其在职称评定、工资福利、社会保障等方面的权益。深入实施农业科研杰出人才计划和杰出青年农业科学家项目。 要鼓励社会各界投身乡村建设。建立有效激励机制，以乡情乡愁为纽带，吸引支持企业家、党政干部、专家学者、医生教师、规划师、建筑师、律师、技能人才等，通过下乡担任志愿者、投资兴业、包村包项目、行医办学、捐资捐物、法律服务等方式服务乡村振兴事业。研究制定管理办法，允许符合要求的公职人员回乡任职。 要创新乡村人才培育引进使用机制。建立自主培养与人才引进相结合，学历教育、技能培训、实践锻炼等多种方式并举的人力资源开发机制。建立城乡、区域、校地之间人才培养合作与交流机制。全面建立城市医生教师、科技文化人员等定期服务乡村机制。研究制定鼓励城市专业人才参与乡村振兴的政策。 URL:http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/201802/t20180205_326624.html 
Workshop on education’s key role in the prevention of violence in Sub-Saharan Africa 2018-12-28 The emergence and spread of violent extremist groups have created climates of fear and insecurity and are adversely affecting peace efforts and human rights in Africa. Education was recognized as one of the most effective measures to create peaceful and conducive environments and to resist violent extremist ideologies. This follows the adoption of UNESCO’s Executive Board Decision on “UNESCO’s role in preventing violent extremism through education” and the “Plan of action to prevent violent extremism” announced by the UN Secretary-General in 2016. This week, UNESCO – IICBA (International Institute for Capacity Building in Africa), together with UNESCO HQ and the UNESCO Asia-Pacific Center for International Understanding(APCEIU) are organizing a capacity-building workshop on the prevention of violent extremism through education (PVE-E). Hosted by the African Union in Addis Ababa, the gathering will bring together 30 policy-makers, teacher trainers and teachers from eight African countries (Ethiopia, Kenya, Nigeria, Somalia, South Sudan, Uganda, Tanzania and Djibouti) in order to support national efforts to integrate Global Citizenship Education (GCED) in African education systems. During a three-day workshop, the participants will acquire a basic understanding of key concepts and educational measures that contribute to the prevention of violent extremism in Sub-Saharan Africa. They will also identify priority areas of intervention and pedagogical approaches that can help build learners’ resilience to violent extremism and nurture a culture of peace. This will include special training sessions on how to create safe spaces for discussing contentious issues and the basics of socio-emotional learning, as well as the importance of media and information literacy. In addition, participants will have an opportunity to discuss and explore the local challenges of teacher support in preventing the spread of violent extremism at schools and ways to best overcome them. This is the first capacity-building workshop on the prevention of violent extremism through education organized in Sub-Saharan Africa that will help contextualize the two UNESO Guides on PVE-E for teachers and policy-makers and identify which specific drivers of violent extremism to address in Sub-Saharan African context.