The Rio+20 Outcomes document should be celebrated for committing to promote Education for Sustainable Development (ESD) beyond the UN Decade and for identifying the importance of non-formal education programs for sustainable development.
However, there still is a tendency to assume that ESD and education more broadly is about teaching young people for the future. While this is important, how do we extend this commitment to embrace lifelong learning within an Australian education policy and practice context?
In this session, our presenter, Jose Roberto Guevara, discusses who, as adult and community educators, we should be working with to advance this advocacy.
Dr Guevara is a Senior Lecturer, International Development, School of Global Studies, Science and Planning at RMIT University. He is also President of Asia South Pacific Association for Basic and Adult Education (ASPBAE), which promotes quality education for all and transformative and liberating, life-long adult education and learning.
This document discusses Indonesia's strategic position and vision for its economic development through 2045. It highlights Indonesia's large population and status as a member of the G-20 and ASEAN. It outlines Indonesia's 2025 Economic Masterplan to increase competitiveness through improving workforce skills, innovation, and educational attainment. Key challenges include improving workforce qualifications, productivity, and reducing geographical and socioeconomic disparities in education. The document advocates expanding higher education and developing open educational resources and a framework to support accessible, quality education for all Indonesians.
Wsis10 building inclusive knowledge societies Dr Lendy Spires
This document provides a summary of UNESCO's efforts to implement the outcomes of the World Summit on the Information Society (WSIS) over the past 10 years and build inclusive knowledge societies. It describes UNESCO's work in areas such as access to information, education, sciences, cultural diversity, and media. It also outlines UNESCO's role in coordinating WSIS follow-up activities among UN agencies and facilitating multistakeholder cooperation. The report concludes by recommending that inclusive knowledge societies and ICTs be prioritized in the new post-2015 development agenda.
This document discusses sustainability education in Australia and initiatives that aim to promote understanding of sustainability and the United Nations Sustainable Development Goals. It provides information on how sustainability is addressed as a cross-curriculum priority in the Australian curriculum and various resources available to educators including programs, online courses and challenges related to the SDGs.
Global goals: the basis of any relevant educationKim Flintoff
This document discusses aligning education with the UN's Sustainable Development Goals (SDGs). It begins by providing background on the SDGs and their importance as agreed upon by world leaders. It then discusses how young people will inherit challenges from previous generations and the obligation to educate them to address these challenges. The rest of the document discusses specific ways to link teaching and learning to the SDGs, including through challenge-based learning programs, global collaboration, and curriculum alignment. It provides several examples of existing programs and resources that facilitate learning about the SDGs. The goal is to foster global citizenship and ensure education addresses issues of sustainability, citizenry, justice, peace and tolerance.
UNESCO is committed to promoting quality education worldwide and ensuring everyone's right to education. It leads the global Education for All movement and works with countries to build effective national education systems from early childhood through adulthood. While access to education has expanded greatly in recent decades, millions of children and adults still lack basic literacy and schooling due to issues like poverty, conflict and gender disparities. UNESCO supports countries through activities like developing standards, monitoring progress, providing expertise, and coordinating international cooperation to overcome challenges to achieving education for all.
The 8th UNESCO Youth Forum was held from 29-31 October 2013 in Paris. The Forum recommended 10 actions to promote youth participation, skills development, social inclusion, and civic engagement. These included establishing youth structures in Member States, ensuring youth participation in UNESCO and national decision-making, recognizing non-formal education, improving formal education curricula, supporting youth employment, and increasing funding for youth initiatives. The Forum also endorsed 10 youth projects from around the world as examples of initiatives that align with the Forum's themes.
Mobile learning has the potential to be a "game changer" in achieving Education For All (EFA) goals. While progress has been made toward EFA, most targets will be missed by 2015. Innovations like mobile technologies and new models of learning could help foster the changes needed. A global learning architecture is needed to consciously design an integrated system that leverages different elements like formal, non-formal and informal learning through technologies and helps achieve an expanded vision of education for all. Clarifying assumptions about mobile learning and evolving a shared understanding of it can help inform transformational policies.
International symposium ict_education_reportStergios
The first plenary session of the International Symposium on ICT in Education included:
1) A welcome from Mariastella Gelmini, the Italian Minister of Education, University and Research.
2) A keynote address from Dr. Sugata Mitra on experiments conducted in India and elsewhere to bring new technologies to disadvantaged young people, such as the "Hole in the Wall" experiment which involved setting up an unattended computer in a poor area.
3) Presentations were made available online through the conference blog.
This document discusses Indonesia's strategic position and vision for its economic development through 2045. It highlights Indonesia's large population and status as a member of the G-20 and ASEAN. It outlines Indonesia's 2025 Economic Masterplan to increase competitiveness through improving workforce skills, innovation, and educational attainment. Key challenges include improving workforce qualifications, productivity, and reducing geographical and socioeconomic disparities in education. The document advocates expanding higher education and developing open educational resources and a framework to support accessible, quality education for all Indonesians.
Wsis10 building inclusive knowledge societies Dr Lendy Spires
This document provides a summary of UNESCO's efforts to implement the outcomes of the World Summit on the Information Society (WSIS) over the past 10 years and build inclusive knowledge societies. It describes UNESCO's work in areas such as access to information, education, sciences, cultural diversity, and media. It also outlines UNESCO's role in coordinating WSIS follow-up activities among UN agencies and facilitating multistakeholder cooperation. The report concludes by recommending that inclusive knowledge societies and ICTs be prioritized in the new post-2015 development agenda.
This document discusses sustainability education in Australia and initiatives that aim to promote understanding of sustainability and the United Nations Sustainable Development Goals. It provides information on how sustainability is addressed as a cross-curriculum priority in the Australian curriculum and various resources available to educators including programs, online courses and challenges related to the SDGs.
Global goals: the basis of any relevant educationKim Flintoff
This document discusses aligning education with the UN's Sustainable Development Goals (SDGs). It begins by providing background on the SDGs and their importance as agreed upon by world leaders. It then discusses how young people will inherit challenges from previous generations and the obligation to educate them to address these challenges. The rest of the document discusses specific ways to link teaching and learning to the SDGs, including through challenge-based learning programs, global collaboration, and curriculum alignment. It provides several examples of existing programs and resources that facilitate learning about the SDGs. The goal is to foster global citizenship and ensure education addresses issues of sustainability, citizenry, justice, peace and tolerance.
UNESCO is committed to promoting quality education worldwide and ensuring everyone's right to education. It leads the global Education for All movement and works with countries to build effective national education systems from early childhood through adulthood. While access to education has expanded greatly in recent decades, millions of children and adults still lack basic literacy and schooling due to issues like poverty, conflict and gender disparities. UNESCO supports countries through activities like developing standards, monitoring progress, providing expertise, and coordinating international cooperation to overcome challenges to achieving education for all.
The 8th UNESCO Youth Forum was held from 29-31 October 2013 in Paris. The Forum recommended 10 actions to promote youth participation, skills development, social inclusion, and civic engagement. These included establishing youth structures in Member States, ensuring youth participation in UNESCO and national decision-making, recognizing non-formal education, improving formal education curricula, supporting youth employment, and increasing funding for youth initiatives. The Forum also endorsed 10 youth projects from around the world as examples of initiatives that align with the Forum's themes.
Mobile learning has the potential to be a "game changer" in achieving Education For All (EFA) goals. While progress has been made toward EFA, most targets will be missed by 2015. Innovations like mobile technologies and new models of learning could help foster the changes needed. A global learning architecture is needed to consciously design an integrated system that leverages different elements like formal, non-formal and informal learning through technologies and helps achieve an expanded vision of education for all. Clarifying assumptions about mobile learning and evolving a shared understanding of it can help inform transformational policies.
International symposium ict_education_reportStergios
The first plenary session of the International Symposium on ICT in Education included:
1) A welcome from Mariastella Gelmini, the Italian Minister of Education, University and Research.
2) A keynote address from Dr. Sugata Mitra on experiments conducted in India and elsewhere to bring new technologies to disadvantaged young people, such as the "Hole in the Wall" experiment which involved setting up an unattended computer in a poor area.
3) Presentations were made available online through the conference blog.
The document provides a historical overview of environmental education from 1965 to present day, including key conferences and agreements:
- 1965 saw the introduction of environmental education at the Bangkok Conference.
- The 1972 Stockholm Conference introduced the need to protect the environment for future generations.
- The 1977 Tbilisi Conference defined environmental education as a discipline and set its strategic importance.
- Subsequent conferences and agreements reinforced environmental education's role in sustainable development, practical problem solving, and integration across all sectors and programs.
This document provides an overview and introduction to a training module on indigenous peoples' issues for UN staff. It discusses the background of UN reforms promoting a coherent vision and strategy for development goals. It emphasizes that indigenous peoples suffer discrimination and human rights violations, affecting their development models. It outlines the establishment of the UN Permanent Forum on Indigenous Issues and the Inter-Agency Support Group to support the recognition of indigenous rights. The training module aims to increase awareness of policy guidance and effectively engage indigenous peoples in development processes through mainstreaming indigenous issues in UN country work.
The document summarizes an international expert meeting that was held to develop a strategic roadmap for establishing a Global Centre for Excellence in Kuwait City focused on empowering persons with disabilities through information and communication technologies. The expert meeting provided key recommendations to define the vision, mission, objectives, functions, governance structure and initial thematic programs of the proposed Global Centre.
The document provides a historical overview of environmental education from 1965 to 2012, outlining several important conferences and agreements:
- The 1965 Bangkok Conference introduced the concept of environmental education.
- The 1972 Stockholm Conference introduced the need to protect the environment for future generations.
- The 1977 Tbilisi Conference defined environmental education as a discipline and set its strategic importance.
- Subsequent conferences and agreements reinforced environmental education's role in sustainable development.
This document summarizes a paper about new challenges and roles for higher education in education for sustainable development. It discusses how education can help nations implement sustainability plans by improving workforce quality and skills. It also describes how higher education institutions can help by reorienting curricula to address sustainability, conducting research on sustainability issues, and providing outreach to communities. The document proposes that regional centers of excellence on education for sustainable development be created to better align education from primary to university levels and link formal and informal education sectors on sustainability.
Curriculum development for climate change education in global south.Tove Holm
Workshop helöd at the UniPID course by at University of Tampere: Curriculum Development for Climate Change Education in Global South, on January 17th , 2022
Universalization of elementary educationSweta Dvivedi
The document discusses the concept and goals of universal elementary education (UEE) as outlined by various international agreements and organizations since 1945. It provides an overview of key documents that have promoted UEE and defined basic or elementary education, including UNESCO's constitution, the Universal Declaration of Human Rights, the World Conference on Education for All in Jomtien, and the Millennium Development Goals. It also examines linguistic inconsistencies in how different texts referred to fundamental, elementary, and basic education. Finally, it outlines four main tenets of UEE: universal access, universal enrollment, universal retention, and universal achievement.
The document is a declaration from the 10th Commonwealth Youth Forum held in Malta in 2015. In 3 sentences:
The declaration outlines policy recommendations from Commonwealth youth leaders across economic, environmental, social, and political areas. It calls on governments and other stakeholders to partner with the Commonwealth Youth Council to support priorities like increasing youth employment, education access, and political participation. The youth leaders pledge to work towards sustainable development and an inclusive Commonwealth that addresses the needs of young people.
This document introduces a sourcebook for teaching values in technical and vocational education. It aims to help TVET educators develop students' knowledge, skills, qualities and values to prepare them for work and life. The sourcebook identifies core values like human dignity, health, truth, love, creativity, peace and spirituality. It provides 35 modules on these values with lesson plans for integrating values into the TVET curriculum. The goal is to educate the whole person and empower students for responsible citizenship and work in a globalized world.
Preventing violent extremism through education Sustainable Development Goals ...Global Citizen Network
UNESCO publishes new guidance tool for policy-makers on the prevention of violent extremism through education
UNESCO just released its new guidance tool Preventing violent extremism through education: A guide for policy-makers. The new publication will help policy-makers within ministries of education prioritize, plan and implement effective actions for the prevention of violent extremism through education, and contribute to national prevention efforts.
The document provides a draft diary of unofficial side events happening in Rio de Janeiro during the Rio+20 conference in June 2012. It lists over 30 events organized by various stakeholders on topics related to sustainable development, including youth conferences, exhibitions, and forums on issues like green economy, social entrepreneurship, climate change, and more. The diary was compiled by Stakeholder Forum to help attendees navigate the many concurrent events outside the main conference venue.
Latin American Faculty of Social Sciences – FLACSO bookGrecia Bate
This document discusses the concept of human security, initiatives promoting it, and threats to human security in Latin America. It analyzes how human security has been conceptualized internationally and in Latin America. Key frameworks for human security include the Commission on Human Security's focus on protecting individuals' freedoms and the International Commission on Intervention and State Sovereignty's emphasis on protecting populations from human rights violations. The document also examines regional initiatives in Latin America to incorporate human security into frameworks for hemispheric security and surveys threats to human security across socioeconomic, political, and environmental dimensions in the region.
Opening Remarks by Regional Advisor to the RCE Community in AfricaESD UNU-IAS
Opening Remarks by Regional Advisor to the RCE Community in Africa
Prof. Goolam Mohamedbhai
9th African Regional RCE Meeting
5-7 August, 2019, Luyengo, Eswatini
The document provides contextualized guidance for applying the INEE Minimum Standards for Education in Emergencies in Jordan. It was developed through a collaborative process involving the Jordanian Ministry of Education, UN agencies, and NGOs working in education in Jordan. The standards aim to enhance quality, access, and coordination of education during emergencies and recovery phases to ensure the right to education for all children in Jordan, including refugees. The document identifies challenges and good practices and provides context-specific guidance for applying each of the 19 global standards in the setting of Jordan.
This document provides contextualized minimum standards for education in emergencies in Jordan. It summarizes the key points as follows:
1) Jordan has experienced successive influxes of refugees from conflicts in neighboring countries, putting pressure on national systems and threatening the right to education.
2) The Inter-Agency Network for Education in Emergencies developed global minimum standards to ensure quality, access, and coordination in education during emergencies.
3) This document contextualizes those standards for Jordan by involving local authorities and partners, to safeguard the right to education for refugees and Jordanians affected by emergencies.
This document provides an executive summary of a report on investing in early childhood education for sustainable development. It argues that early childhood education is crucial to prepare young citizens to engage with complex issues and develop scientific literacy. While initiatives like the UN Decade of Education for Sustainable Development recognize the importance of early childhood, progress has been slow. The summary calls for greater investment in early childhood education for sustainable development based on children's rights and its benefits to learning and long-term development. It outlines some existing programs and organizations supporting this area.
This document discusses the history and evolution of the concept of sustainable development. It outlines several important conferences where the term was introduced and defined, including the 1987 Brundtland Commission report, the 1992 Earth Summit, and 2002 World Summit on Sustainable Development. These conferences sought to integrate environmental and development policies and establish frameworks and goals like Agenda 21 and the Millennium Development Goals. The document also examines how sustainable development has been defined and interpreted across disciplines and contexts.
This document discusses sustainable development at the global and regional levels. It provides definitions of sustainable development and outlines the evolution of concepts over time. Key global milestones are described, such as the Brundtland Report and Rio Earth Summit. Regional preparations for summits like Rio+20 are summarized, including reports, meetings, and declarations. The way forward is described as consolidating regional approaches and increasing national implementation of sustainable development plans and environmental agreements.
The document summarizes Palau's progress towards sustainable development since the 1992 Earth Summit. It outlines major concerns such as the effects of climate change, lack of coordination in legislative frameworks and natural resource management, inadequate pollution control, and limited resources. It also describes strategies Palau has implemented, including sustainable development plans, the National Environment Protection Council, and public awareness programs. The document provides background on Palau's socioeconomics, environment, biodiversity, and international agreements related to sustainable development.
The document provides a historical overview of environmental education from 1965 to present day, including key conferences and agreements:
- 1965 saw the introduction of environmental education at the Bangkok Conference.
- The 1972 Stockholm Conference introduced the need to protect the environment for future generations.
- The 1977 Tbilisi Conference defined environmental education as a discipline and set its strategic importance.
- Subsequent conferences and agreements reinforced environmental education's role in sustainable development, practical problem solving, and integration across all sectors and programs.
This document provides an overview and introduction to a training module on indigenous peoples' issues for UN staff. It discusses the background of UN reforms promoting a coherent vision and strategy for development goals. It emphasizes that indigenous peoples suffer discrimination and human rights violations, affecting their development models. It outlines the establishment of the UN Permanent Forum on Indigenous Issues and the Inter-Agency Support Group to support the recognition of indigenous rights. The training module aims to increase awareness of policy guidance and effectively engage indigenous peoples in development processes through mainstreaming indigenous issues in UN country work.
The document summarizes an international expert meeting that was held to develop a strategic roadmap for establishing a Global Centre for Excellence in Kuwait City focused on empowering persons with disabilities through information and communication technologies. The expert meeting provided key recommendations to define the vision, mission, objectives, functions, governance structure and initial thematic programs of the proposed Global Centre.
The document provides a historical overview of environmental education from 1965 to 2012, outlining several important conferences and agreements:
- The 1965 Bangkok Conference introduced the concept of environmental education.
- The 1972 Stockholm Conference introduced the need to protect the environment for future generations.
- The 1977 Tbilisi Conference defined environmental education as a discipline and set its strategic importance.
- Subsequent conferences and agreements reinforced environmental education's role in sustainable development.
This document summarizes a paper about new challenges and roles for higher education in education for sustainable development. It discusses how education can help nations implement sustainability plans by improving workforce quality and skills. It also describes how higher education institutions can help by reorienting curricula to address sustainability, conducting research on sustainability issues, and providing outreach to communities. The document proposes that regional centers of excellence on education for sustainable development be created to better align education from primary to university levels and link formal and informal education sectors on sustainability.
Curriculum development for climate change education in global south.Tove Holm
Workshop helöd at the UniPID course by at University of Tampere: Curriculum Development for Climate Change Education in Global South, on January 17th , 2022
Universalization of elementary educationSweta Dvivedi
The document discusses the concept and goals of universal elementary education (UEE) as outlined by various international agreements and organizations since 1945. It provides an overview of key documents that have promoted UEE and defined basic or elementary education, including UNESCO's constitution, the Universal Declaration of Human Rights, the World Conference on Education for All in Jomtien, and the Millennium Development Goals. It also examines linguistic inconsistencies in how different texts referred to fundamental, elementary, and basic education. Finally, it outlines four main tenets of UEE: universal access, universal enrollment, universal retention, and universal achievement.
The document is a declaration from the 10th Commonwealth Youth Forum held in Malta in 2015. In 3 sentences:
The declaration outlines policy recommendations from Commonwealth youth leaders across economic, environmental, social, and political areas. It calls on governments and other stakeholders to partner with the Commonwealth Youth Council to support priorities like increasing youth employment, education access, and political participation. The youth leaders pledge to work towards sustainable development and an inclusive Commonwealth that addresses the needs of young people.
This document introduces a sourcebook for teaching values in technical and vocational education. It aims to help TVET educators develop students' knowledge, skills, qualities and values to prepare them for work and life. The sourcebook identifies core values like human dignity, health, truth, love, creativity, peace and spirituality. It provides 35 modules on these values with lesson plans for integrating values into the TVET curriculum. The goal is to educate the whole person and empower students for responsible citizenship and work in a globalized world.
Preventing violent extremism through education Sustainable Development Goals ...Global Citizen Network
UNESCO publishes new guidance tool for policy-makers on the prevention of violent extremism through education
UNESCO just released its new guidance tool Preventing violent extremism through education: A guide for policy-makers. The new publication will help policy-makers within ministries of education prioritize, plan and implement effective actions for the prevention of violent extremism through education, and contribute to national prevention efforts.
The document provides a draft diary of unofficial side events happening in Rio de Janeiro during the Rio+20 conference in June 2012. It lists over 30 events organized by various stakeholders on topics related to sustainable development, including youth conferences, exhibitions, and forums on issues like green economy, social entrepreneurship, climate change, and more. The diary was compiled by Stakeholder Forum to help attendees navigate the many concurrent events outside the main conference venue.
Latin American Faculty of Social Sciences – FLACSO bookGrecia Bate
This document discusses the concept of human security, initiatives promoting it, and threats to human security in Latin America. It analyzes how human security has been conceptualized internationally and in Latin America. Key frameworks for human security include the Commission on Human Security's focus on protecting individuals' freedoms and the International Commission on Intervention and State Sovereignty's emphasis on protecting populations from human rights violations. The document also examines regional initiatives in Latin America to incorporate human security into frameworks for hemispheric security and surveys threats to human security across socioeconomic, political, and environmental dimensions in the region.
Opening Remarks by Regional Advisor to the RCE Community in AfricaESD UNU-IAS
Opening Remarks by Regional Advisor to the RCE Community in Africa
Prof. Goolam Mohamedbhai
9th African Regional RCE Meeting
5-7 August, 2019, Luyengo, Eswatini
The document provides contextualized guidance for applying the INEE Minimum Standards for Education in Emergencies in Jordan. It was developed through a collaborative process involving the Jordanian Ministry of Education, UN agencies, and NGOs working in education in Jordan. The standards aim to enhance quality, access, and coordination of education during emergencies and recovery phases to ensure the right to education for all children in Jordan, including refugees. The document identifies challenges and good practices and provides context-specific guidance for applying each of the 19 global standards in the setting of Jordan.
This document provides contextualized minimum standards for education in emergencies in Jordan. It summarizes the key points as follows:
1) Jordan has experienced successive influxes of refugees from conflicts in neighboring countries, putting pressure on national systems and threatening the right to education.
2) The Inter-Agency Network for Education in Emergencies developed global minimum standards to ensure quality, access, and coordination in education during emergencies.
3) This document contextualizes those standards for Jordan by involving local authorities and partners, to safeguard the right to education for refugees and Jordanians affected by emergencies.
This document provides an executive summary of a report on investing in early childhood education for sustainable development. It argues that early childhood education is crucial to prepare young citizens to engage with complex issues and develop scientific literacy. While initiatives like the UN Decade of Education for Sustainable Development recognize the importance of early childhood, progress has been slow. The summary calls for greater investment in early childhood education for sustainable development based on children's rights and its benefits to learning and long-term development. It outlines some existing programs and organizations supporting this area.
This document discusses the history and evolution of the concept of sustainable development. It outlines several important conferences where the term was introduced and defined, including the 1987 Brundtland Commission report, the 1992 Earth Summit, and 2002 World Summit on Sustainable Development. These conferences sought to integrate environmental and development policies and establish frameworks and goals like Agenda 21 and the Millennium Development Goals. The document also examines how sustainable development has been defined and interpreted across disciplines and contexts.
This document discusses sustainable development at the global and regional levels. It provides definitions of sustainable development and outlines the evolution of concepts over time. Key global milestones are described, such as the Brundtland Report and Rio Earth Summit. Regional preparations for summits like Rio+20 are summarized, including reports, meetings, and declarations. The way forward is described as consolidating regional approaches and increasing national implementation of sustainable development plans and environmental agreements.
The document summarizes Palau's progress towards sustainable development since the 1992 Earth Summit. It outlines major concerns such as the effects of climate change, lack of coordination in legislative frameworks and natural resource management, inadequate pollution control, and limited resources. It also describes strategies Palau has implemented, including sustainable development plans, the National Environment Protection Council, and public awareness programs. The document provides background on Palau's socioeconomics, environment, biodiversity, and international agreements related to sustainable development.
International Environmental Conferences, a short viewArjun Ariaratnam
The document summarizes several major international environmental conferences:
The 1972 Stockholm Conference was the first major conference on the environment and established the United Nations Environment Programme. The 1992 Rio Conference emphasized sustainable development and resulted in agreements like Agenda 21. The 2002 Johannesburg Conference reaffirmed commitments to sustainable development. Rio+20 in 2012 focused on green economy and institutional frameworks for sustainability. Key principles on environmental protection and sustainable development were adopted at these conferences.
This document provides an overview of key concepts in environmental science. It discusses that environmental science studies the natural world and human interactions with it using the scientific method. It also summarizes that humans depend on natural resources and the environment for survival but have degraded natural systems through pollution, erosion and species extinction. The document stresses that environmental science seeks to understand these relationships and how the natural world works in order to develop solutions to environmental problems.
This document provides an overview of biodiversity, including its definition, types, distribution, benefits, threats, and conservation. It discusses how biodiversity represents the variety of life on Earth and is vital to sustaining human life. The three types of biodiversity are genetic diversity, species diversity, and ecosystem diversity. While biodiversity is threatened by habitat loss and other human impacts, conservation efforts aim to protect biodiversity through protected areas, restoration, and environmental policies.
"Education for Sustainable Development for 2030"ESD UNU-IAS
"Education for Sustainable Development for 2030"
Ms. Won Jung Byun, Senior Project Officer, UNESCO
10th African Regional RCE Meeting
1 & 15 September, 2020
Global challenges in education include developing global competence, lifelong learning, personalized learning, inclusion and equity, partnerships, and digital transformation. Quality improvement efforts also focus on continuous improvement processes, open online learning, sustainability, and well-being. The four pillars of education outlined in the UN's Sustainable Development Goals are people, planet, prosperity, and peace. Lifelong learning is important for addressing modern challenges and can promote active citizenship, employability, health, and community cohesion.
Sustainability and Leadership (Dzulkifli Abdul Razak)ESD UNU-IAS
The document discusses education for sustainable development (ESD) and leadership in implementing sustainability projects. It provides background on ESD, outlining key events like the UN Decade of ESD from 2005-2014. It discusses what ESD is and why it is important for achieving sustainable development goals. The document emphasizes that ESD is crucial for shifting mindsets and promoting sustainable consumption. It also stresses that leadership is needed to mainstream ESD and transform education and training systems to address sustainability.
My presentation today at the Globethics Blue Table Webinars on What Are We Learning For? Reimagining the Futures of Education. Ethical leadership - considering a wide range of interrogations from the concept of higher education in response to contemporary societal challenges, to learning contents and methodologies, to values-driven aspects of equity, inclusion, diversity, and sustainability
UNECEF Education for Sustainable DevelopmentMDAHMEDULAZAM2
UNESCO advocates for education for sustainable development at the international level by coordinating the Global Action Programme on ESD and supporting member states. The GAP aims to make ESD a global priority by setting the agenda, fostering partnerships and communities of practice, showcasing good practices through prizes, and monitoring progress on SDG Target 4.7 on ESD. UNESCO works with over 85 partner organizations on flagship projects in priority areas like policy, learning environments, educator capacity, youth empowerment, and local solutions to scale up ESD from 2017 to 2019.
Day 3 UNESCO Environmental Education Within the context of UNDESDelodieperrat
Workshop on Alignment & implementation of National Action programmes with the UNCCD 10-year Strategy in the Arab Region
League of Arab States (18- 20 June 2014), Dubai - UAE
UNESCO Mohamed Al-Aawah
The document discusses open and online education for inclusion and justice. It summarizes Ebba Ossiannilsson's work advocating for open educational resources and open and distance education. It also discusses the UNESCO OER Recommendation and how open education can help achieve the UN's Sustainability Goals, including quality education, gender equality, and reduced inequalities. The UN Transforming Education Summit is mentioned as aiming to elevate education and mobilize action to recover from pandemic learning losses and transform education.
The document discusses the history and development of frameworks for sustainable development, from the Brundtland Commission in 1987 to the current Sustainable Development Goals (SDGs). It provides details on the Millennium Development Goals (MDGs) from 2000 and achievements at the global and national level in Ghana. The document proposes ways that universities, like Kwame Nkrumah University of Science & Technology, can contribute to the SDGs through education, research, and defining individual actions. A 5-step approach is outlined for using the SDG framework to improve programs and communicate contributions.
This document provides an overview and summary of engaging people in sustainability. It discusses the IUCN Commission on Education and Communication (CEC) and its work promoting education for sustainable development. Specifically, it mentions that CEC has advocated for the UN Decade of Education for Sustainable Development, provided platforms for reflection and professional exchanges on ESD, and supported the integration of CEPA into environmental conventions and regional agreements. The chair of CEC pledges its continued support for ESD through developing a learning network, advocacy, and empowering stakeholders to participate in achieving IUCN's mission of conservation.
INTRODUCTION TO SUSTAINABLE DEVELOPMENTAL GOALS.pptxtayyabaslp21
The document provides an introduction to sustainable development goals (SDGs) by comparing them to the previous millennium development goals (MDGs). It discusses that the 17 SDGs adopted by the UN in 2015 aim to address poverty, inequality, climate change, and other issues by 2030 in all countries rather than just developing countries as the MDGs did. The SDGs also have broader focus areas like the environment, economy, and society, compared to the MDGs' narrower focus on poverty reduction.
ESD for 2030: Roadmap and Examples in Asia and the PacificESD UNU-IAS
ESD for 2030: Roadmap and Examples in Asia and the Pacific
Dr Faryal Khan, Programme Specialist for Education
UNESCO Bangkok
13th Asia-Pacific RCE Regional Meeting
5 October, 2021
This document provides an overview of a book published by the IUCN Commission on Education and Communication (CEC) titled "Engaging People in Sustainability". The book shares experiences and models of engaging people in sustainability from a workshop at the 2002 World Summit on Sustainable Development. It also discusses CEC's work in supporting the UN Decade of Education for Sustainable Development from 2005-2014, including advocating for the Decade, contributing plans and leadership, and empowering stakeholders through capacity building. The Chair of CEC's foreword expresses hope that the book will inspire work engaging society in sustainable development.
The document discusses education for sustainable development (ESD), which aims to empower people to commit to sustainability through education. ESD promotes learning about the environment, economy, society and culture to address challenges like deforestation, access to water, and threats to indigenous languages. The UN Decade of ESD from 2005-2014 emphasized teaching values of human rights, cultural diversity and environmental protection to encourage more sustainable behaviors.
This document provides an overview of sustainable development goals (SDGs) through a presentation submitted by students. It defines SDGs as goals set by the UN to develop a set of international development goals. It discusses key topics around SDGs including definitions, sustainability, Rio+20, institutions working on SDGs, and member states represented in developing the goals. The presentation aims to educate about SDGs and their focus on issues like poverty, environment, health, education, and more.
What is education for sustainable development?How has it been enhanced in the Nordic countries? - and globally? Presentation on NVL webinar Agenda 2030 SDG 4.7 on November 16th, 2020.
This document discusses the need to view 21st century education through a sustainability lens. It explores how connecting 21st century education discussions with Education for Sustainable Development (ESD) can help develop a vision of education that prepares students for environmental, social and economic challenges and enables them to help create a more sustainable future and economy. While many emphasize 21st century skills for employability, continuing on the current development path is unsustainable, requiring more than 2.3 planets by 2050. ESD emphasizes strategic, futures thinking to allow humans to live sustainably on Earth.
This document discusses sustainable development and its relation to human development. It provides background on conferences focused on sustainable development like the 1972 Stockholm Conference and 1992 Earth Summit. It discusses sustainable development goals like reducing poverty, achieving gender equality, and providing quality education. Examples of sustainable technologies are described, like rainwater harvesting, biogas, solar energy, and waste to energy. Policies by India and its states promoting sustainable development are also mentioned.
The document discusses UNESCO's efforts to mainstream open educational resources (OER) and open and flexible learning to help countries achieve the UN's 2030 Sustainability Goals, particularly those related to quality education, gender equality, innovation, reduced inequalities, justice, and partnerships. It outlines UNESCO's OER Recommendation from 2019 which encourages governments and institutions to support OER through policies, capacity building, ensuring inclusive access, developing sustainability models, and international cooperation. The ICDE OER Advocacy Committee also aims to promote these efforts and OER adoption globally.
The webinar discussed engaging seniors in technology. It provided tips for different levels of senior engagement across various settings like aged care homes, libraries, and community centers. The presenter discussed enticing reluctant learners and using non-computer activities like games. Tips were given for making learning easier like limiting information, including repetition, and ensuring a comfortable learning environment. Participants shared their experiences finding seniors prefer one-on-one training and iPads. The webinar aimed to provide resources for helping seniors learn technology.
Internet use can help reduce depression in seniors by over 30% according to new research. Staying connected to social networks through communicating online helps ward off feelings of loneliness and isolation that can contribute to depression. Using the Internet allows seniors to enhance social support and engagement in a way that provides mental stimulation and improves quality of life. Activities discussed that seniors engage in online include social media, video chatting, online games, news, exercise programs, reminiscing about the past, and more.
1) The document provides instructions for transferring photos from an iPad to a PC, renaming photo batches, and creating a photo gallery slideshow in PowerPoint.
2) Photos are manually transferred from the iPad to a PC using a USB cable. In IrfanView, photos can be batch renamed by pattern for organization.
3) In PowerPoint, the photos are inserted into a new presentation from the renamed folder to create a photo album slideshow with different layout and rotation options. The document concludes with suggestions to experiment with additional PowerPoint and IrfanView features.
This document provides an overview of moving to Windows 8 and key features of Windows 8.1. It discusses the hybrid nature of Windows 8 designed for both tablets and computers. It highlights the importance of creating a Microsoft account for syncing settings across devices and accessing OneDrive for cloud storage. Key features covered include the Start screen, apps from the Windows Store, file explorer, search, and backup options in Windows 8.1.
This document outlines strategies for volunteer recruitment and retention. It discusses current trends showing women volunteer slightly more than men, and people in major cities volunteer less. Volunteering peaks from ages 45-54. Most volunteers want flexible, short-term roles due to time constraints. The document provides 4 steps for recruitment: identify roles, create position descriptions, identify ideal volunteers, and find them. It also discusses motivations using the Functional Approach and provides 4 steps for retention: support, performance management, recognition, and training.
This document discusses principles of adult learning and describes five groups of adult learners. It outlines that learning is lifelong and continues beyond formal schooling. The five groups of adult learners are lifelong learners, reluctant learners, foundation learners, community learners, and breaking barriers learners. Each group has different experiences with learning and motivations for continuing to learn as adults. The document also discusses key assumptions of adult learning theory, including that adults are motivated to learn subjects that are relevant to their lives and help them achieve personal goals.
This document discusses principles of adult learning and lifelong learning. It describes five groups of adult learners: lifelong learners, reluctant learners, foundation learners, community learners, and breaking barriers learners. Each group is characterized based on their experiences with learning and goals for continuing education. The document also covers six key assumptions about adult learning theory, including that adults want learning to be relevant and help achieve their goals, their self-concept as learners, the value of their life experiences, being goal-oriented, and multiple motivations for learning. Effective teaching strategies for adult learners focus on giving time to practice, providing feedback, recognizing success, and ensuring learning is active, meaningful, and engages multiple senses.
This document provides an overview of Windows 8 and how to customize it. It summarizes the new features of Windows 8.1, such as the boot-to-desktop and improved apps. It then demonstrates how to navigate the new start screen interface and find apps. Several options are presented for modifying Windows 8 to be more like Windows 7, including the Classic Shell, Skip Metro Suite, and Start8 programs. Links are provided to tutorials, videos, and other resources for learning to use Windows 8.
The document appears to be a slideshow presentation titled "Broadband for Seniors" that contains 53 numbered slides. Each slide is identified by the title "Slide" followed by the slide number. No other contextual information or content is provided in the document.
The document provides an introduction to using an iPad, including:
- An overview of the iPad interface and features such as the menu, audio/video, whiteboard tools, and chat.
- Descriptions of common tablets like the iPad, Android tablets, and their operating systems.
- Differences between tablets, desktops, and laptops like touchscreens and mobile connectivity.
- Setting up an iPad for the first time including connecting to WiFi and creating an Apple ID.
- Using built-in apps and downloading additional apps from the App Store.
- Configuring important settings like WiFi, email, passcodes and more.
Dropbox is a simple online virtual storage utility that makes your files accessible from almost anywhere. Dropbox's cloud storage allows you to bring your electronic files together and share them easily with other.
Now millions of people use Dropbox every day to manage and store their files.
In this session, Vivian Evans explored the broad features of Dropbox, including:
how it works
how to set it up
the synchronising and updating process
the Dropbox Web interface.
Vivian Evans is the BFS Networker for NSW. Vivian is a teacher. She was awarded the NSW Quality Teacher Award in 2009. She is also a synchronous learning expert.
Managing paid staff can presents many challenges. These challenges may relate to recruitment and retention, resourcing, performance management and development, productivity and conflict resolution, time management, etc.
In this session, Penny Sara provided:
an overview of day-to-day management of paid staff, including good supervision practices and how these fit with annual or regular performance review
an outline of probation and managing under performance
some strategies for setting oneself up for success with managing staff, preventing problems and nipping them in the bud early if they do arise.
Penny Sara is a Human Resources and Employment Relations Consultant and Business Coach. She has many years of experience in the Adult Community Education sector, both as a manager and consultant, and a keen appreciation of the challenges faced by managers and coordinators of community learning centres.
This document provides an introduction to Twitter presented by Junita Lyon and Judi Gowing. It explains that Twitter is a free service that allows users to stay connected through exchanging short 140-character messages called tweets. It also includes tips for setting up a Twitter account, how hashtags work to categorize tweets, and some navigation features like following others and seeing trending topics. The document encourages participants to think of a Twitter handle and discusses how to customize your profile and avatar.
Volunteering: Rights and responsibilities - with audience contributions AdultLearning Australia
Rae Plush ran a session for the Broadband for Seniors Volunteer Network, on the rights & responsibilities of volunteering. This presentation includes whiteboard comments from participants.
Morri Young: "Cash or accrual? Setting up an accounting system that works for...AdultLearning Australia
This document summarizes a webinar presented by Adult Learning Australia on cash and accrual accounting. It introduces cash and accrual accounting methods, explaining that cash accounting records transactions when money is received or spent, while accrual accounting allocates revenue and expenses to the appropriate time period based on when the transaction occurred. Examples are provided to illustrate the difference, showing how accounting periods are reported under each method. The webinar aims to explain the differences and how accrual accounting provides a more accurate picture of a company's financial situation.
1) The document discusses principles of adult learning, including Malcolm Knowles' definition of andragogy as "the art and science of helping adults learn."
2) Six key principles of adult learning are outlined: the need to know, self-concept of the learner, the role of life experiences, readiness to learn, orientation to learning as problem-centered rather than content-oriented, and internal motivation.
3) Effective strategies for helping adults learn include encouraging active participation, providing meaningful and relevant learning opportunities, using multi-sensory techniques, allowing time for practice and reflection, giving regular feedback, and motivating further learning through recognition and rewards.
Dr Annette Foley, "The value of adult teaching and learning practices: A stor...AdultLearning Australia
This session looked at a recent Ballarat University funded project using narrative analysis which involved interviewing 20 young students between the ages of 16 and 21 years enrolled in alternative out of school programs, namely the ‘young mums program’ located in the Wendouree Community Centre, ‘The Stepping Stones Program’ located in Daylesford, and ‘The Link-Up program’ and ‘Youth Works’ both located in Ballarat.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Dr Guevara - Rio+20 reflections
1. ALA webinar:
Reflecting on the Rio+20 Outcomes –
ESD and Lifelong Learning
Jose Roberto Guevara
President, Asia South Pacific Association for Basic and Adult Education
(ASPBAE)
Vice –President (Asia-Pacific), International Council for Adult Education
(ICAE)