United Nations

Le Programme mondial pour l’éducation aux droits de l’homme a été proclamé par l’Assemblée générale des Nations Unies en décembre 2004. Cette initiative mondiale permanente, structurée en phases successives, vise à promouvoir la mise en œuvre de programmes d’éducation aux droits de l’homme dans tous les secteurs. L’éducation aux droits de l’homme encourage un sentiment d’humanité partagé et favorise la conviction que tous les êtres humains méritent la même dignité, le même respect et la même justice. Elle permet aux enfants et aux jeunes de jouer pleinement leur rôle de citoyens du monde, d’agir pour défendre leurs droits et ceux d’autrui, et de participer activement à la vie publique et aux processus démocratiques. En conséquence, le Conseil des droits de l’homme des Nations Unies, par sa résolution 57/10, a lancé la cinquième phase (2025-2029) du Programme mondial pour l’éducation aux droits de l’homme, consacrée aux enfants et aux jeunes et axée sur l’éducation aux droits de l’homme dans trois domaines thématiques : les technologies numériques et les droits de l’homme, l’égalité des sexes, et l’environnement et le changement climatique. S’appuyant sur les documents des Nations Unies et sur des consultations menées auprès de divers acteurs, cette publication relative à la cinquième phase présente le périmètre, le contexte, les objectifs spécifiques et les composantes du plan d’action, ainsi que les étapes de sa mise en œuvre.

TiSSTAT offers a set of methodological choices that allows conducting a survey from sampling to reporting results. Data validation rules and imputations are defined in relationship to the TiSSTAT questionnaire. Sampling and extrapolation methods are designed with stratification in mind and are internally consistent.

The TiSSTAT questionnaire was developed in collaboration with the UEMOA Commission for implementation across UEMOA countries. Its design was informed by a thorough desk review to ensure its relevance and utility, and enriched by consultations with NSOs of experienced countries to incorporate their expertise and insights. The questionnaire encompasses all EBOPS service categories, excluding Travel, and includes detailed sub-items for each category. The questionnaire provides disaggregation by partner for all items and incorporates disaggregation by mode of supply, following the simplified allocation recommended in MSITS.

TiSSTAT is designed to allow users to enter and exit the application at different stages of statistics production, providing flexibility in its implementation. The information system supports the entire survey process, from sampling to reporting, offering a comprehensive solution. TiSSTAT is installed on the survey institution’s server and enables secure access for multiple users via internet connections. It includes an electronic questionnaire that leverages interactivity to ask only relevant questions, enhancing response completeness and coherence. TiSSTAT features tools to ensure the quality of compiled statistics, prioritizing reproducibility and confidentiality throughout the process.

To maximize the effectiveness of TiSSTAT implementation, it is essential to consider certain preconditions specific to the national context. Clearly defining the statistical mandate, framework, and institutional arrangements in the country is essential before conducting any survey. Crucially, the validity of the survey relies directly on the accuracy of the sampling frame, and the most effective way to address this challenge is through a comprehensive and up-to-date business register. Survey institutions should also plan proactively to ensure that a successfully implemented survey can be replicated in future years.

Edited by Martin Grandjean and Daniel Laqua, this book brings together the work of 17 scholars and highlights the breadth of the League of Nations’ work in the field of intellectual cooperation, detailing a range of transnational connections across a variety of cultural fields. Building a new global order after the First World War required not only political and economic reconstruction, but also the coordination of scientific and cultural relations on an international scale. To this end, the League of Nations established first a committee and then a Paris-based institute dedicated to “intellectual cooperation”. Operative from1922 and 1926 respectively, these bodies aimed to develop a collaborative dynamic around issues as diverse as professor and student exchanges, scientific cooperation, the discussion of educational means for peace, as well as artistic and literary relations. Attracting some of the era’s most eminent intellectuals, this initiative did not lead to the creation of a “League of Minds”, as some of the architects of the League of Nations had so eagerly hoped, but it played a key role in the development of cultural diplomacy in the interwar period. When citing the publication, please use the following language: Martin Grandjean and Daniel Laqua, eds. Intellectual Cooperation at the League of Nations: Shaping Cultural and Political Relations. Vol. 5. UN Historical Series. Geneva: United Nations, 2025.

This chapter sheds light on women’s involvement in the League of Nations and, more specifically, its work in the field of intellectual cooperation.