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20170530 Mineps Vi International FOLLOW-UP PARAMETERS NORMS RESOURCES M & E (1) MAIN POLICY RESEARCH*** SPECIFIC POLICY AREAS AREAS (2) and other Tools PROMOTION/ ADVOCACY Indicators documents relevant UN relevant Benchmarks Benchmarks International Good Practice SDP SDP Champions UN Agenda 2030 Berlin Declaration Berlin Other International Norms & Standards UN Resolution(s) on Guidelines Training / RegionalChampions International Charter Self-Assessment Tools Art. 2.2 Art. 3; Art. 3.1 Goal 17 A/RES/69/6 (Art. 1); Commonwealth, Danish UNESCO Chair for Inclusive OVEP 2.0 knowledge base and National policy plans and Assesment of Develop an audit tool that MINEPS VI Score Card A/RES/71/160 Institute of Sport Studies Physical Education, Sport, training material (IOC); strategies: Togo: Loi n°2011- trainers/educators delivery and benchmarks progress in tracking per country progress Group of Friends of SDP, (IDAN) ; ICSSPE; UNESCO Recreation & Fitness; IHRSA, UNESCO IT Tralee "UFIT, 017 portant Charte des activités impact of OVEP teaching inclusion from MINEPS VI. covering all three themes. UNOSDP and UN Special I Developing a Comprehensive Vision of Inclusive Access for All Marseille Declaration (2015) Chair for Inclusive Physical The IHRSA Foundation UTMF, EIPET, i-PEPAS" physiques et sportives au Togo materials; 'Positionling along Disaggregated for Education, Sport, Recreation & (IHRSAF) ; EVALEO SET 18 500, 18 502; the 'Pathway to diversity per discrimination types, and Adviser on SDP; IHRSA, The Fitness; Group of Friends of The Belizean Youth Sport area of discrimination- employment per country, as IHRSA Foundation (IHRSAF) SDP, UNOSDP and UN Special Coalition (BYSC); UNESCO disability, gender etc. The identified in policy and practice. Art. 3.3; Art. 3.4; Art 3.5 Goal 3, Goal 4, Target 17.14; A/RES/58/5 (Art. 1.b; Art.2; Commonwealth;Adviser on SDP; IHRSA The Commonwealth: Chair IT Tralee "UFIT, UTMF, UTMF and Universability Audit Brown, C. (2014). Scenarios of Target 16.b Art.3); A/RES/61/10 (Art. 5) ; Enhancing the Contribution of EIPET, i-PEPAS Model' Report London local authorities' Align with Sustainable Development Priorities A/RES/63/135 (Art.4; Art.8); Sport to the Sustainable of the Secretary-General on engagement with evidence The UN Agenda 2030 and Sustainable Development Goals provide the global policy reference for policy A/RES/69/6 (Art.3; Development Goals: Policy SDP 71/179, section V bases for education policies. makers to promote sustainable change in various areas of society. Global leaders have underscored that Art.7)A/RES/71/160 (Art. 1 & 2); Guide; Commonwealth Guide UNOSDP Youth Leadership Issues in Educational this agenda is applicable to all countries and to all policy areas. As sport, physical activity and physical Report of the Secretary- to Enhancing Development Programme; BOKS - build our Research, 24(2), 117-132; education are also recognised as means for sustainable development, policy coordination between General on SDP 71/179, Through Sport kids' success Cooper, K. H., Greenberg, J. I.1 various stakeholders have started to analyse to which of the 17 sustainable development goals their 2.17 2.18 2.48 section VI and VII D., Castelli, D. M., Barton, M., international and national programmes can be linked. It is, therefore, essential that the national ‘vision for Martin, S. B., & Morrow Jr, J. R. inclusive access for all to sport, physical education and physical activity and associated national policy (2016). Implementing Policies priorities are coordinated and coherent with sustainable development priorities, as reflected in national to Enhance Physical Education development plans, regional sustainable development priorities and the 2030 Agenda for Sustainable and Physical Activity in Development. Schools. Research quarterly for exercise and sport, 87(2), 133- 140. Art. 14; Art. 1.16; Art. 2.2; Art. Art. 10.8 Art. 3.2; Art. 6.1; Art. Goals 16, 17; Target 16.7; A/RES/58/5 (Art.2; Art.4; Art.5); Olympic Charter (in force as ANOC, UNI World Athletes European Club Association; Evaleo Workshops, Training, EVALEO SET 18 500, 18 502 Fahlén, J., & Stenling, C. IHRSA, The IHRSA Foundation 3.17; Art. 3.18; Art. 3.19; Art. 6.2; Art. 8.2; Art. 10.5; Art. 12; Target 3c Target 3d Target 4.1, A/RES/61/10 (Art.2; Art.3); from August 2016); EVALEO (UWA), IOC, SportAccord; EPLP, CPLP, OEI (Ibero- Support and Diagnostics;SIGA (2015). Sport policy in Sweden. (IHRSAF) Establish multi-stakeholder partnership 3.29; Art. 3.30; Art. 3.31; Art. Art. 12.2; Art. 12.3 4.2 4b 4c A/RES/69/6 (Art. 8) SET 18 500, 18 502 ICSSPE; WHO, OECD, American Community), regional Universal Standards on good International journal of sport The considerable diversity of the forms and contexts that physical education, physical activity and sport 3.38; Art. 3.39; Art. 3.43; Art. A/RES/58/5 (Art. 1.c; Art. 1.f; UNESCO Chair, IHRSA, ISIP; affiliates of UNI World Athletes; governance, financial integrity policy and politics, 8(3), 515- can take suggests that a great deal of their relevance for civil society lies in their variety and adaptability. 3.45; Art. 3.46; Art. 9; Art. 12; Art. 6); A/RES/63/135 (Art.3); sportanddev.org; CoE The IHRSA Foundation and sport betting integrity; 531; Ibsen, B., Nichols, G. S., & I.2 To realise fully their potential, cooperation is needed across public policy sectors, such as health, Art. 15; Art. 1.21; Art. 2.23; Art. A/RES/67/17 (Art. 10); Conventional Committees and (IHRSAF) Sustainable health spectrum Elmose-Osterlund, K. (2016). education, city development, infrastructure, and transport, as well as private stakeholders, to develop and 2.24; Art. 2.30; Art. 2.31; Art. A/RES/69/6 (Art. 1; Convention Committees + (UNESCO Chair, ITTralee) Sports club policies in Europe. implement legislations, regulations and national plans of action. Toolkits and other support mechanisms 3.6; Art. 3.22; Art. 3. 23 Art.5);A/RES/71/160, UN EPAS Governing Board; A comparison of the public to support such cross-sector collaboration do not currently exist and would need to be developed. Secretary-General Report IHRSA, The IHRSA Foundation policy context and historical 71/179 (IHRSAF) origins of sports clubs across ten European countries, Art. 7; Art. 8 ; Art. 1.15; Art. Art. 1.7; Art. 7; Art. 7.1; Art. 7.2; Goal 4; Target 4.1; Target 4.4; A/RES/63/135 (Art.5); Kingston Declaration ICSSPE, IOC, Nike, UNESCO, Africa: Physical Education QPE: Guidelines for Policy Brazil and South Africa: NON QUANTITATIVE Self-Assessment Policy: Worldwide Surveys on Physical UNESCO Chair Inclusive Foster quality physical education and active schools Active 1.19; Art. 1.24 ; Art. 1.28; Art. Art. 7.3; Art. 7.4; Art. 8 Target 4.7; Target 4.c; Target A/RES/69/6 (Art. 2); (UNESCO, 2008); Lisbon UNESCO Chair for Inclusive Institute of South Africa Makers (UNESCO) , QPE Designed to move INDICATORS of elements to be questionnaires based on the Recommended weekly Education; Physical Education, Sport, schools, in which physical activity is placed at the heart of the school, support the establishment of 2.3; Art. 2.4; Art. 2.24; Art. 2.25; 8.6 A/RES/71/160 (Art. 5 & 6) Treaty (Art.165) Physical Education, Sport, (PEISA), NOWSPAR Methodology document; OVEP (implemented by GIZ and Nike) stated in a QPE policy: indicators to evaluate the allocation of Recreation & Fitness healthy lifestyles, behaviour and learning. In addition, quality physical education is a necessary Art. 2.33; Art. 2.34 Recreation & Fitnes (Ittralee), America: SHAPE 2.0 (IOC);Code of Best Canada: Physical Education -Compulsory and equal existing policy, the revised curriculum time for physical Physical activity country cards -Designed to move component of primary and secondary education. It supports the building of physical skills and fitness, life International Society for the America,Asociacion Practices for youth Canada – Passport for Life provision of PE lessons for all policy and the implementation education (WHO) by the Lancet physical acitivty -Thompson skills, cognitive, social and emotional skills, values and attitudes that frame socially responsible citizens. History of Physical Education Latinoamericana de Ciencias development and protection on China: Let Me Play -PE stated as a stand-alone of the policy, based on the Human resources: qualified observatory. -The IOC This is most likely attainable when it is fully resourced, respected and valued for its holistic merits. and Sport del Deporte, Educacion Fisica y the pathway to professional England and Wales: Ofsted subject in the curriculum indicators, to be completed by PE teachers at all levels and Dudley et al. (2017). Critical -Ambassadors I.3 Fostering quality physical education and active schools needs provision that is varied, frequent, (ISHPES), International Danza (ALCIDED) football; The Teaching subject inspections:Monitoring Minimum standard of PE policy-makers and trhough conitnued training opportunities considerations for physical -Existing QPE comms strategy challenging, meaningful and inclusive. Learning experiences in physical education are most effective Association of Physical Asia-pacific: International Personal and Social and Evaluation teachers per student/school grassroots consultations with Resources: literacy policy in public health, and QPE animated video from when they are positive, challenging and developmentally appropriate, to help children and young people Education and Sport for Girls Council for Health, Responsibility (TPSR; Hellison, India: Existence of a clear national civil society. Elaboration of a Provision of adequate material recreation, sport and education UNESCO; IHRSA, the acquire the knowledge, skills, attitudes and values necessary to lead a physically active life, now and in and Women (IAPESGW), Physical Education, 2011); Webinar - UNESCO Magic Bus strategy on PE at early years, theory of change model resources agencies. Quest (unpublished). International Health, Racquet & the future. International Council for Health, Recreation, QPE Guidelines for Policy Iran: Sport and Play for primary/elementary and based on the data collected Capacity development: Pozo et al.
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