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Presentation germany gkotzos

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Climate change and children's rights

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Presentation germany gkotzos

  1. 1. Investigating the Issues of Climate Change and Children’s Rights with the Support of a Web-based Learning Environment Dimitrios Gkotzos, PhD Candidate Department of Primary Education, UNESCO Chair ICT in Education for Sustainable Development University of Crete, Greece. http://www.ictinesd.org/unescochair
  2. 2. Introduction Children particularly vulnerable to the impact of climate change The high risk of exposure to environmental hazards Vector-borne diseases and under- nutrition highly sensitive to climatic conditions Least developed countries mostly affected by climate change Intersection with social economic and political strains (UNICEF, 2009)
  3. 3. Introduction Climate Change Education A very critical concept in contemporary education Addresses the causes and consequences of climate change Review and re-orientate the present educational and teaching and learning programs (UNESCO, 2009) Climate Change Education programs should include child-centered as well as child-led activities
  4. 4. UNDP Classification of Human Rights (Plantilla, 2006) 1. food and health 2. land, language and culture. 3. environment 4. labor and the workplace 5. education 6. children’s welfare 7. women Children’s welfare and the CRC: a) life b) protection against violence, abuse and neglect c) health and social security d) rest and leisure e) education, freedom from trafficking, protection against prostitution f) freedom from torture and cruel, inhuman or degrading treatment Introduction
  5. 5. Introduction (Galatsidas, 2015).
  6. 6. Introduction SDGs from a child rights perspective There is much to celebrate for children in the SDGs and targets Explicit targets on reducing inequality, ending violence against children and combating child poverty. Targets need to be measurable and translated into indicators (UNICEF, 2014)
  7. 7. (Makrakis & Kostoulas-Makrakis, 2012) The Structure of the Web-based Learning Environment and its Underpinning Theory ExConTra Experiencing Reflecting ConceptualisingConstructing Acting Changing
  8. 8. Back-end system – Drupal CMS • powerful and extensible framework • low development time, high reliability • a variety of useful tools for educators Learning objects • text, video, animation, charts and sound narration Authoring tool – Adobe Flash Design and Development of the Web-based Learning Environment a. Software engineering methods
  9. 9. Παρουσιάσεις Design and Development of the Web-based Learning Environment b. Web-based hypermedia tools Calculato r Presentatio Spreadshe et Venn diagrams
  10. 10. Τhe Curriculum Areas of the Web-based Learning Environment and their Integration Across School Subjects Aesthetic Education
  11. 11. The Teaching Units of the Curriculum Areas - My food and me - Food as a basic need - Food as a right - Right to food and climate change - Restrictions of access to drinkable water - Cost of access to drinkable water - Climate change and drinkable water in the Mediterranean countries - Over- consumption of water - Pollution of the - Health as a basic need - Health as a right - Right to health and climate change - Women in society - Gender equality as a right - Gender equality and climate change - Gender equality and children’s rights - The environment and me - The environment and our rights - Right to environment and climate change - Right to environment and individual action - Education as a basic need - Education as a right - Right to education and climate change - Right to education and local action
  12. 12. The User Interface of the Web-based Learning Environment (http://actforclimate.net) Hypermedia tools Main interface Accessories and navigation options Curriculum areas Teaching units Accompanying material
  13. 13. 5 primary schools, 9 sections (5th -6th grade), 165 learners UNESCO Associated Schools Project Network (ASPnet) http://www.unesco.org/education/asp Class teachers: partners, co-researchers The Research-based Interventions
  14. 14. The Research-based Interventions 10 weeks, 20 teaching hours Learners worked in mixed ability groups (3-4 persons) Each section worked in a particular curriculum area Qualitative and quantitative data were collected through questionnaires in order to evaluate the influence of a number of factors in conceptual change regarding the perceptions, knowledge, and participants' action on children’s rights in climate Use of concept mapping as a learning and research tool
  15. 15. Evaluation before the involvement of teachers/learner s in the WBLE Initial Evaluation during the involvement of teachers/learner s in the WBLE Formative Evaluation after the involvement of teachers/learners in the WBLE Final The Evaluation of the Web-based Learning Environment
  16. 16. Concluding Remarks Enriches the primary school curriculum by integrating an education for a sustainable development perspective Adopts a child rights based approach to the integration of climate change into the primary school curriculum ExConTra learning paradigm Empowers learners for active citizenship Cross thematic and interdisciplinary curricular approach • Scaffolds: Learning objects and ICT tools, largely elicited from the Web
  17. 17. Thank you for your attention! Dimitrios Gkotzos dmgtzs@gmail.com
  18. 18. References • Galatsidas, A. (2015). Sustainable development goals: changing the world in 17 steps – interactive. The Guardian News and Media Limited. Retrieved 16-7-2016 from: http://www.theguardian.com/global-development/ng- interactive/2015/jan/19/sustainable-development-goals-changing-world-17-steps-interactive • Makrakis, V., & Kostoulas-Makrakis, N. (2012). The challenges of ICTs to online climate change education for sustainable development: The ExConTra learning paradigm. In S.A.Anwar (ed.), Proceedings of the 5th Conference on eLearning Excellence in the Middle East – Sustainable Innovation in Education (pp. 594–605). Dubai: Hamdan Bin Mohammed e-University • Plantilla, J. (2006). Human Rights in Education for Sustainable Development. UNESCO Expert Meeting on ESD: Reorienting Education to Address Sustainability. Kanchanaburi, Thailand. Retrieved 16-7-2016 from: http://www.unescobkk.org/fileadmin/user_upload/esd/documents/workshops/kanchanburi/plantilla_humanrights.pdf • UNESCO (2009). Education for sustainable development vital to tackle climate change. Paris: UNESCO. Retrieved 16- 7-2016 from: http://www.unesco.org/new/en/education/themes/strengthening-education-systems/secondary- education/single-view/news/education_for_sustainable_development_vital_to_tackle_climate_change • UNICEF (2009). The state of the world’s children. New York: UNICEF Retrieved 16-7-2016 from: http://www.unicef.org/sowc09/docs/SOWC09-FullReport-EN.pdf • UNICEF (2014) A Post-2015 World Fit for Children: A review of the Open Working Group Report on Sustainable Development Goals from a Child Rights Perspective. Retrieved 16-7-2016 from http://www.unicef.org/post2015/files/Post_2015_OWG_review_CR_FINAL.pdf

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