“…ETER complies with OECD-UNESCO-EUROSTAT standards for educational statistics; most data are collected from National Statistical Authorities (NSAs) or ministries of participating countries and are subject to extensive checks and harmonization. …”
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“…From the 16th to the 18th centuries in Japan, saltpeter was produced using a biological niter-bed process and was formed under the floor of gassho-style houses in the historic villages of Shirakawa-go and Gokayama, which are classified as United Nations Educational, Scientific and Cultural Organization (UNESCO) World Heritage Sites. The relict niter-beds are now conserved in the underfloor space of gassho-style houses, where they are isolated from destabilizing environmental factors and retain the ability to produce nitrate. …”
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“…Due to the significance of the Socotra Archipelago (a UNESCO Natural World Heritage site and a biodiversity hotspot) and the conservation interest of its reptile fauna (94% endemics), we performed the most comprehensive DNA barcoding study on an island group to date to test its applicability to specimen identification and species discovery. …”
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“…The Bras d’Or Lake watershed of Cape Breton Island, Nova Scotia, Canada is a unique inland sea ecosystem, UNESCO Biosphere Reserve and home to a group of regionally distinct Atlantic salmon (Salmo salar) populations. …”
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“…Educational indicators were analyzed using the appraisal framework of UNESCO and International Institute for Education Planning. …”
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“…A third of the fossil insects collected from a 240–239 million year old (Ma) level at Monte San Giorgio UNESCO World Heritage (Switzerland-Italy) underwent phosphatization, resulting in the extraordinary preservation of soft tissues. …”
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“…Yakushima Island in southwestern Japan has a unique forest ecosystem, and part of the island is designated as a world natural heritage site by UNESCO. Approximately 90% of Yakushima is covered by forest, including both plantations and natural forests. …”
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“…Improving the quality of teaching and learning, as well as school coexistence are international priorities for the new educational challenges of the 21st century (UNESCO 37 C/4 resolution). Physical Education (PE) has become a key subject for education on school coexistence by enabling significant motor experiences to promote interpersonal relationships and transform motor conflicts (MC). …”
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“…Recognizing its ecological value and local economic importance, the Argan region was declared a UNESCO Biosphere Reserve in 1998. Despite their biogeographical, historical, and socioeconomic value, vegetation structures in west-central Morocco are vulnerable and threatened by human activities. …”
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“…The so-called Mediterranean diet is not simply a collection of foodstuffs but an expression of the culture of the countries of the south of Europe, declared Intangible Cultural Heritage by UNESCO. Despite the link between food and culture, little has been studied about how diet contributes to the well-being of the population. …”
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“…To improve the conservation of this species, ecological and biological data were obtained from studies performed during the last 12 years on its populations in Gwangneung Forest, the fourth UNESCO biosphere reserve in South Korea. Previously scattered distribution records of C. relictus from South Korea from 1932 to 2007 are therefore summarized and ecological features of adults observed during fields studies performed from 2008 to 2019 are presented. …”
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“…In 2018 he was awarded a UNESCO Prize for his contribution to the development of nanoscience and nanotechnology. …”
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“…BACKGROUND: Here we present the sampling event dataset that contributes to studying the flora of grasslands in Central Forest State Nature Biosphere Reserve (part of the UNESCO World Network of Biosphere Reserves), Tver Oblast, Russia. …”
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“…The COVID-19 Pandemic and resulting school closures, present a serious threat to young children’s care, learning, and the achievement of their developmental potential (UNESCO, 2020a). Disruptions to normal school functioning worldwide have presented challenges for teachers who were generally unprepared to teach using different methodologies (United Nations in Policy brief: Education during Covid-19 and beyond, 2020). …”
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“…In this regard, the adoption of universal values expressed by the UNESCO-UNICEF has particular importance. Therefore, schools have important responsibilities. …”
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