United Nations
Information Centre | Nepal
About 30 results (0.5336 in miliseconds) - { Result by Thesaurus - Educational Systems }  
Popular keywords as you searched
 @medep,@medep,@medep,@medep,@medep,...
 
 @life skills (1293)
 
 @medep (1122)
 
 @labour and social trends in nepal ...
 
 @utilizaiton of slurry as fe ed and...
 
Last call for Nepali Students to Participate in IGNOU - UNESCO Science Olympiad 2011 Science students in Nepal still have up to 31 July to register for the IGNOU-UNESCO Science Olympiad 2011 to prove their capabilities in science, and to obtain certification by internationally renowned institutions. Indira Gandhi National Open Univer...
UNESCO, (2011)
बहुभाषीक शिक्षा विस्तर को लागि सहयोग सामग्रिहरु विद्यालय बाहिर रहेकाहरुको समाबेशीकरण एसिया र प्रशान्त क्षेत्र जातीय, सास्कृतिक र भाषिक विविधताले धनी छ । यस विविधताका कारणल गर्दा यस क्षेत्रमा अलग अलग पृष्ठभमि भएका बालबालिकालाइ शिक्षा दिने काम ठूलो चुनैति पुगेको छ । सन २००० मा डकारमा सम्पन्न भएका विश्व शिक्षा सम्मलनमा सहमति भएका उद्...
GON, UNESCO, (2008)
UNESCO Condemns Placement of Explosives at Kathmandu Schools. UNESCO strongly condemns the planting of multiple Improvised Explosive Devices (IED) and suspicious objects near school buildings around the Kathmandu Valley, out of which three exploded in the early morning of 20 September 2016. “It is unacceptabl...
UNESCO, (2016)
UNICEF Condemns the Bomb Incidents at Schools in Kathmandu UNICEF condemned the placement and explosion of bombs at more than half a dozen schools in Kathmandu Valley today. According to reports, improvised explosive devices (IEDs) and suspicious packages were placed in at least eight schools, and two of the...
UNICEF, (2016)
युनिसेफद्वारा काठमाडौँ उपत्यकाका विध्यलयाहरुमा भएको विष्फोटको भत्सर्ना युनिसेफले आज काठमाडौँ उपत्यकाका आधा दर्जनभन्दा धेरै विध्यालयमा बम राखिएको र बिस्फोट गराईएको घटनाको भर्त्सना गरेको छ। खबरहरुको अनुसार , कम्तिमा आठ वटा विध्यालयमा विस्फोटक पदार्थ र संकास्पद वस्तुहरु राखिएको थियो जसमध्ये दुइ विध्यालयमा बिस्फोट भई भौतिक...
UNICEF, (2016)
Consolidating National Policies on Equivalency towards Accomplishing Universal Primary Education (UPE) By virtue of its empowering characteristics having to do with human development, non formal education extends over a wider space in terms of its roles and functions. In other words it is not equated with merely a literacy program but more than that i...
UNESCO, (2008)
What’s the Difference? This report describes an early childhood program in Nepal and the dramatic effects it has had over just a few years, not only for young children, but for their families and communities. It looks in particular at the impact the program has had on chil...
UNICEF, (2003)
Multilingual Education in Nepal: Hearsay and Reality ? The present study entitled “Multilingual Education in Nepal: Hearsay and Reality?” was started in April 2011 and completed on 25th May 2011. The main aim of the study was to explore and analyze the realities of the Multilingual Education (MLE) progra...
UNESCO, (2011)
World Conference On Higher Education: Higher Education In The Twenty-First Century- Vision and Action (VOLUME V – PLENARY) Speech of H. E. Mr Indra Bahadur Singh, Royal Nepalese Ambassador to France, Permanent Delegate of Nepal to UNESCO, Head of the Delegation of Nepal to the World Conference on Higher Education. ...
UNESCO, (1998)
UNESCO Condemns Placement of Explosives at Kathmandu Schools. UNESCO strongly condemns the planting of multiple Improvised Explosive Devices (IED) and suspicious objects near school buildings around the Kathmandu Valley, out of which three exploded in the early morning of 20 September 2016. n a post-conflict...
UNESCO, (2016)
A Resource Material on Education and Federalism in Nepal 2014 Nepal the drafting of the first constitution of the Federal Republic of Nepal by the Constituent Assembly is underway and expected to be completed by the end of 2014.During the writing process of the constitution, the question of state restructuring ...
UNESCO/UNPFN, (2014)
Higher Education in Asia: Expanding Out, Expanding Up (The Rise Of Graduate Education And University Research) The report examines the dynamics associated with the growth of graduate education in Asia, with particular attention to the middle-income countries of Southeast Asia (see the Reader’s Guide for the list of countries analysed in this report). The anal...
UNESCO, (2014)
Nepal Multiple Indicator Surveillance (Final Report)Primary Education Second Cycle: - April-June1995 The timely and proper education of all children, both boys and girls, particularly those under ten years of age, is unarguably the basis for the future of any country, no less Nepal. This final report of Nepal Multiple Indicator Surveillance on prima...
UNICEF, HMG NEPAL, THE NATIONAL PLANNING COMMISSION SECRETARIAT, (1996)
समाहित शिक्षा र बालमैत्री विध्यालय (विद्यालय सहयोगी सामग्री) समाहित शिक्षालाइ नेपालको सनदर्भमा नयाँ अवधारणाका रुपमा लीइन्छ्​।यसलाई सन १९९४ मा स्पेनको सालामाङ्कामा भएको विशेष आवश्यकता शिक्षा सम्मेलनको घोषीत"सबैका लागी शिक्षा"भन्ने लक्षय प्राप्तिका लागी(समाहित शिक्षा) महत्वपुर्न रणनीतीका रुपमा अगाडी ल्याइएको हो।...
UNESCO, GoN, (2006)
Message from the Representatives of UNESCO, UNICEF and ILO in Nepal On the occasion of World Teachers’ Day 2012 “Take a stand for Teachers!” 5 October 2012 Today, on the occasion of World Teachers’ Day, we take a stand for all Nepali teachers. They have a central role in shaping children’s lives. They are essential for the cultural, social, economic and intellectual development of the country. They are ...
UNESCO, UNICEF, ILO, (2012)
Multilingual Education in Nepal: Hearsay and Reality ? The present study entitled “Multilingual Education in Nepal: Hearsay and Reality?” was started in April 2011 and completed on 25th May 2011. The main aim of the study was to explore and analyze the realities of the Multilingual Education (MLE) progra...
UNESCO, (2011)
Tools For The Assessment of School and Hospital Safety for Multi-hazards in South Asia - (Hospital Safety) Toolkit Book 2: Retro Maintenance Major Asian cities are located, by and large, across flood plains or in coastal areas. Over 50% of the urban populations are living in small and medium size cities with less than 500,000 populations that are growing faster and may not be able to cope...
UNISDR, UNHABITAT, SAARC, (2012)
Tools For The Assessment of School and Hospital Safety For Multi-Hazards in South Asia - (School Safety) Toolkit Book 1: New Design Major Asian cities are located, by and large, across flood plains or in coastal areas. Over 50% of the urban populations are living in small and medium size cities with less than 500,000 populations that are growing faster and may not be able to cope...
UN-HABITAT, UNISDAR, (2012)
Assessing the Impact of Seasonal Factors on School Attendance in the Karnali Zone In October 2009, UNICEF Nepal contracted the Teachers’ Union of Nepal to undertake an assessment of seasonal factors impacting school attendance in selected schools of the Karnali zone in order to produce recommendations on strategies to reduce stude...
UNICEF, Teachers’ Union, (2010)
सबैका लागि शिक्षा विशवव्यापी अनुगमन प्रतिवेदन २००८ सबैका लागि शिक्षाअन्तर्गत विशवव्यापी अनुगमन प्रतिवेदनको यो छैटौं संस्करणले यि प्रतिबद्धताहरु कति हद सम्म पुरा हुँदैछन् भन्ने कुराको मुल्याङ्कन गर्दछ । स्पष्टसँग देखिएको डाकारको प्रभाबले प्रमाणित गर्दछ भने साझा लक्ष्य लिई लम्केको अभियानले व्यक्तिगत स्...
UNESCO, (2007)
Review Of The Implementation Of The United Nations Decade Of Education For Sustainable Development ( 2005-2014 ) The United Nations Decade of Education for Sustainable Development (2005 - 2014) was proclaimed by the General Assembly at its fifty-seventh session, in 2002. In accordance with General Assembly resolutions 65/163 and 69/211, the present document pro...
UNESCO, (2015)
Multi Cluster Initial Rapid Assessment (MIRA) Roster Training (8-9 July), Kathmandu Nepal Mr. Shanker Koirala, Joint Secretary MoHA along with Head of OCHA (on behalf of UN HC/RC) formally opened the MIRA training. Mr. Koirala commented on the added value of common assessment and complimented on the formation of MIRA. Head of OCHA Ms Wen...
UNOCHA, (2009)
धैर्यको बाटो यो फोटोकथा युनिसेफ/नेपालद्वारा किशोरकिशोरीहरुको लागि संचालित कार्यक्रमहरुमा पूरक सामग्रीको रूपमा प्रयोग गर्न तयार पारिएको हो। फोटोकथाका सबै पात्रहरु काल्पनिक हुन्। यिनीहरूको कुनै जीवित वा म्रित व्यक्तिसँग सम्बन्ध रहन गएमा त्यो एउटा सहयोग मात्र हुनेछ​...
UNICEF, (2002)
सबैका लागि शिक्षा बिशवब्यापि अनुगमन प्रतिवेदन २०१ , ३/४ सबैका लागि गूणस्तर सुनिसिच्त गर्न शिक्षण र सिकाई सबैका लागि शिक्षा बिशवब्यापि अनुगमन प्रतिवेदन २०१ , ३/४ सबैका लागि गूणस्तर सुनिसिच्त गर्न शिक्षण र सिकाई सबैको लागि शिक्षा बिशवब्यापि अनुगमन प्रतिवेदन यस ११ औ सस्करणले सन् २००० मा मुलुकहरुले सहमति गरेको शिक्षाका बिशवब्यापि लक्षयका प्रगतिको सामाजिक...
UNESCO, (2013)
ADOLESCENT DEVELOPMENT AND PARTICIPATION (ADAP) BASELINE STUDY Nepal’s Adolescent Development and Participation (ADAP) program aims to ensure the systematic, ethical, meaningful, and regular participation of adolescents in the program and to focus on vulnerable and disadvantaged groups using a holistic approach....
UNICEF, (2014)
Higher Education Sustainability Initiative: Climate Change Action for Sustainable Development Education for all has always been an integral part of the sustainable development agenda. The World Summit on Sustainable Development (WSSD) in 2002 adopted the Johannesburg Plan of Implementation (JPOI) which in its Section X, of reaffirmed both the...
UN, (2015)
Vocational Educaiton And Training In Nepal : Management Evaluation Report ( September 2001 ) Concerns over the cost-effectiveness of the Vocational Education and Training (VET) system of Nepal prompted the Office of the Prime Minister to ask the International Labour Organization (ILO) to evaluate the ways in which the VET system is managed....
ILO, (2001)
Status of TVET institutions in Nepal Developed by Ministry of Education Science and Technology and UNDP's Support to knowledge and Lifelong Learnings Skills programme, this poster illustrates the status of technical and vocational education and trainings(TVET) insitutions in nepal. ...
UNDP, (2019)
Comprehensive TVET Annual Report 2075 The Ministry of Education, Science and Technology (MoEST) is the lead ministry responsible for TVET sector policy making, planning and setting TVET strategy in Nepal. Moreover, 12 federal ministries are also involved in the delivery of TVET program...
GOV, (2018)
सबैका लागि शिक्षाको विश्वव्यापी अनुगमन प्रतिवेदन शिक्षण र सिकाइ सबैका लागि गुणस्तर सुनिश्चित गर्न​ शिक्षण र सिकाइ विगत दशकमा प्रगति हासिल गरिए तापनि, सबैका लागि शिक्षाका लक्ष्य पूरा गरिसक्न तोकिएको समयसीमा भेटिन दुई वर्षन्दा कम समय बाँकी रहँदा के स्पष्ट भइसकेको छ भने सन् २०१५ सम्ममा एउटा मात्र लक्ष्य पनि पूरा हुने अवस्था देखिँदैन । यस वर्षो सबैका लागि शिक्षाको व...
UNESCO, (2014)