scholarly journals A Multi-scale Approach to Interculturalism: From Globalised Politics to Localised Policy and Practice

2021 ◽  
Author(s):  
Ricard Zapata-Barrero ◽  
Fethi Mansouri
Keyword(s):  
International Relations ◽  
United Nations ◽  
Local Level ◽  
The European Union ◽  
Council Of Europe ◽  
Policy And Practice ◽  
United Nations Educational ◽  
Multi Scale ◽  
Cultural Organization ◽  
Global Agenda

AbstractInterculturalism (IC) is presently discussed as a foundational basis for local public policy aimed at managing migration-related diversity within ethno-culturally plural societies, especially at the local level. Despite its increased saliency over the last decade, IC is neither theoretically new nor was it always intended for mere application in strictly city contexts of diversity. Rather, it has a global origin as a political basis for international relations and negotiations. In discussing these origins, this article has two main interrelated aims. Firstly, it provides an overview of the multi-scale approach of IC, with the purpose of disentangling analytically the different empirical bases where it can frame the diversity agenda. Secondly, it explores whether a lack of appreciation and awareness of this multi-scale orientation may affect IC’s capacity to address the challenges of diversity governance at the local level. Methodologically, the article will undertake a textual analysis of a select number of leading documents framing its practice within the broader policy literature produced by the four main institutions that have advocated the intercultural approach within a global agenda. These are the United Nations Educational, Scientific and Cultural Organization (UNESCO) and United Nations University, on one hand, and the European Union and the Council of Europe on the other. The main findings show us the importance of a multi-scale thinking in diversity and IC studies, to avoid contributing to greater confusion in its applications.

PEMBERDAYAAN LITERASI MEDIA DAN INFORMASI (LMI) UNESCO SEBAGAI SARANA PENCEGAHAN PENYEBARAN HOAKS

2018 ◽  
Vol 16 (1) ◽  
pp. 59-66
Author(s):  
Shary Charlotte Henriette ◽  
Reni Windiani
Keyword(s):  
High School ◽  
High School Students ◽  
International Relations ◽  
United Nations ◽  
Community Service ◽  
Information Literacy ◽  
School Students ◽  
United Nations Educational ◽  
Cultural Organization ◽  
Ex Post

This article is part of community service of  International Relations Department, Universitas Diponegoro to six targetted high schools in Semarang. Elevated access ofinformation through social medias among high school adolescents makes them vulnerable to “information disorder”. Therefore, counseling for Media and Information Literacy (LMI) is highly  necessary. The LMI mechanism issued by the United Nations Educational, Scientific and Cultural Organization (UNESCO) is used to educate high school students for better information literacy in democracy. The counseling materials included (1) Understanding Hoaks as a deviation of information:Mis-information;  Dis-information;and Mal-information, (2) Fighting Disinformation and Misinformation through LMI, and (3) Ex-Post Facts to Check.  

United Nations Educational, Scientific and Cultural Organization

1950 ◽  
Vol 4 (2) ◽  
pp. 326-327 ◽  
Keyword(s):  
United Nations ◽  
Basic Program ◽  
Program Committee ◽  
Director General ◽  
Cultural Activity ◽  
Council Of Europe ◽  
Executive Board ◽  
Regional Organizations ◽  
United Nations Educational ◽  
Cultural Organization

Meeting in December 1949 for its eighteenth session, the Executive Board of UNESCO elected Sir John Maud (United Kingdom) as its chairman for 1949–50. The Board devoted most of its attention to the work of the fifth General Conference which it decided to convene in Florence, Italy, on May 22, 1950; the chief task of the Conference would be to consider the “streamlined” program of operations approved by the fourth General Conference in Paris in 1949. The Board decided to abandon the practice of an opening general debate adopted at the Paris conference and to substitute a general discussion of the Director-General's report, thus permitting the delegations to go fully into the aims and policies of the organization. In preparation for the conference, the Executive Board instructed its program committee to prepare a program of three parts: 1) a basic program of operations, 2) a list of methods by which the program could be implemented, and 3) a work plan for 1951. At the same session, the Board authorized the Director-General to establish liaison with the Council of Europe as a part of UNESCO's program of cooperation with regional organizations. In view of the fact that the Council had created and intended to create no machinery for educational and cultural purposes, the Executive Board instructed the Director-General to examine the possibility of concluding an agreement with the Council in order that UNESCO might carry out certain phases of educational and cultural activity on its behalf.

United Nations Educational, Scientific, and Cultural Organization

1962 ◽  
Vol 16 (1) ◽  
pp. 231-236 ◽  
Keyword(s):  
United Nations ◽  
Technical Assistance ◽  
Technical Education ◽  
Member States ◽  
Total Cost ◽  
United Nations Educational ◽  
Cultural Organization ◽  
Special Fund ◽  
The United Nations

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) held its eleventh General Conference in Paris from November 14 to December 15, 1960, under the presidency of Mr. Akale-Work Abte-Wold (Ethiopia). Ninety-eight member states of UNESCO participated in the Conference compared with the 75 that were members in 1958 at the time of the tenth General Conference. The General Conference approved the program of activities for 1961–1962 and unanimously voted a budget of $32,513,228 to finance it; to this amount was added over $12 million provided by the United Nations Technical Assistance Fund to enable UNESCO to carry out many additional educational and scientific projects. UNESCO was also to act as executing agency for seventeen projects concerning higher technical education, for which the UN Special Fund was to provide more than $11 million in 1961–1962. Also allocated by the Conference was $915,000 for the construction of an additional building in Paris, the total cost of which was to be $3,535,000.

scholarly journals A matrícula no ensino fundamental em perspectiva: Brasil e unidades da Federação – 2000-2001

2019 ◽  
Vol 80 (196) ◽  
Author(s):  
Carlos Eduardo Moreno Sampaio ◽  
João Vicente Pereira ◽  
Liliane Oliveira Brant ◽  
Vanessa Néspoli
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
United Nations ◽  
Basic Education ◽  
Student Enrollment ◽  
National Program ◽  
School Enrolment ◽  
United Nations Educational ◽  
Cultural Organization ◽  
Brazilian Case

Com o objetivo de subsidiar o Programa Nacional do Livro Didático (PNLD), gerenciado pelo Fundo Nacional de Desenvolvimento da Educação (FNDE), apresenta uma análise do comportamento histórico da matrícula no ensino fundamental regular e calcula estimativas para os anos de 2000 e 2001, na rede pública, por série, para cada uma das 27 unidades da Federação. Foi adotada a metodologia de fluxo escolar, considerando o modelo proposto pela Organização das Nações Unidas para a Educação, Ciência e Cultura (Unesco), com as adaptações pertinentes ao caso brasileiro e a incorporação de formas de correção e ajustes dos dados sugeridos pelo professor Ruben Klein. Palavras-chave: ensino fundamental; matrícula; Programa Nacional do Livro Didático. Abstract With the objective to subsidize the National Program of the Didactic Book (PNLD) managed by the National Fund for the Development of the Education (FNDE), this paper presents an analysis of the historical behaviour towards student enrollment in the regular basic education and it also calculates estimatives for the years 2000 and 2001, in public schools, by levels, for each one of 27 unities of the Federation. The methodology of the schoolar flow was adopted, considering the model proposed by the United Nations Educational, Scientific and Cultural Organization (Unesco) with the adaptations pertinent to the Brazilian case and the incorporation of correction forms and data adjustments suggested by professor (doctor) Ruben Klein. Keywords: elementary school, enrolment, National Program of the Didactic Book (PNLD).

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