Earth Successor Project - Local Actions on Empowering and Mobilizing Youth
Mr. Hao Xin, RCE Hangzhou
13th Asia-Pacific RCE Regional Meeting
5 October, 2021
Updates from the Global RCE Service Centre: 2020-2021ESD UNU-IAS
Updates from the Global RCE Service Centre: 2020-2021
Dr. Fumiko Noguchi, Research Fellow, UNU-IAS
13th Asia-Pacific RCE Regional Meeting
5 October, 2021
"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
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
Keynote Address: Youths and Youth Groups in Accelerating Progress Towards the...ESD UNU-IAS
Keynote Address: Youths and Youth Groups in Accelerating Progress Towards the Achievement of Sustainable Development Goals
Dr. Lesan Esther, RCE Greater Nairobi
9th African Regional RCE Meeting
5-7 August, 2019, Luyengo, Eswatini
Updates from the Global RCE Service Centre: 2020-2021ESD UNU-IAS
Updates from the Global RCE Service Centre: 2020-2021
Dr. Fumiko Noguchi, Research Fellow, UNU-IAS
13th Asia-Pacific RCE Regional Meeting
5 October, 2021
"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
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
Keynote Address: Youths and Youth Groups in Accelerating Progress Towards the...ESD UNU-IAS
Keynote Address: Youths and Youth Groups in Accelerating Progress Towards the Achievement of Sustainable Development Goals
Dr. Lesan Esther, RCE Greater Nairobi
9th African Regional RCE Meeting
5-7 August, 2019, Luyengo, Eswatini
Virtual Exchange to Tackle Wicked Problems: Latin American and European Colla...ESD UNU-IAS
Virtual Exchange to Tackle Wicked Problems: Latin American and European Collaboration on Education for Sustainable Development - VAMOS_Erasmus+“ (2021-22)
Patricia Peralta, Ph.D. in Landscape Ecology by the University of Nottingham, U.K. and Communications coordinator of VAMOS_Erasmus+ Project
Eloy Casagrande, Coordenador do Escritório Verde da UTFPR, Campus Curitiba, Professor do DACOC / PPGTE, Universidade Tecnológica Federal do Paraná
10th Americas RCE Regional Meeting
5-7 October, 2021
Supporting Integration of SDGs into Gram Panchayat Development PlanESD UNU-IAS
Supporting Integration of SDGs into Gram Panchayat Development Plan
Dr. Abdhesh Kumar Gangwar, RCE Srinagar
13th Asia-Pacific RCE Regional Meeting
5 October, 2021
Video Documentation: http://www.youtube.com/watch?v=IDymH-30_d0
This closing presentation gives us an overview the efforts necessary for "Smart Education" to considered in a regenerative development of an eco-systems that is trans-sectorial in collaborations for us to apply and sustain the integrative dynamics of "Smart" Technology.
"Leveraging the highest needs of community; an integrative solutions for the parents to bridge schools, family and corporations at the social emotional connections that is dynamic in developing holistic solutions and resources for smart community to thrive." This is the smartest vision we should thrive for within an education that is intelligent and dynamic; emotionally connected as a human specie, Hai Dai expressed.
-----------------------------------------------------------------------------------------------
The following presentation was presented at "KỶ YẾU HỘI THẢO KHOA HỌC QUỐC GIA: TIẾP CẬN GIÁO DỤC THÔNG MINH TRONG ĐỔI MỚI GIÁO DỤC PHỔ THÔNG" in Da Nang on December 21, 2018.
This presentation was shared to WOW Bali as part of our on going research in sustainable and regenerative development; leveraging WOW's Social Emotional Learning Framework within "Smart Education" Development. The efforts are to define sustainable and regenerative (easy to do and simple to share) models that hyper prime SEAMEO's Seven (7) Priorities of Education via SEL development for optimum innovative research and developments via low cost and high impact dynamics. These solutions hope to includes ASEAN's collaborative networks development via trans-sectorial and trans-cultural solutions; such as private to public partnerships for maximizing opportunities.
The document outlines funding priorities for 2010 under the EU Progress program. Key priorities include conducting studies on issues like the impact of the economic crisis on employment and social policies, skills shortages, demographic changes, and more. It also prioritizes sharing best practices between member states, providing guidance on EU law, and promoting participatory policy debates at EU and national levels to build support for EU objectives. The overall aim is to support the development and implementation of EU policies and legislation in employment, social affairs, and equal opportunities.
ESD Through a Whole School Approach: Teaching, Learning, Planning and Assessm...jbacha
Presentation delivered to educators at the ‘4th International Beijing Forum on Education for Sustainable Development (ESD)’ held in Beijing, China on 22-24 October 2009
Promoting ESD by Capacity Building of Educators: A Case Study from Punjab, IndiaESD UNU-IAS
Promoting ESD by Capacity Building of Educators: A Case Study from Punjab, India
Ms. Ravleen Singh, RCE Chandigarh
13th Asia-Pacific RCE Regional Meeting
5 October, 2021
Mainstreaming Biodiversity in Education: Opportunities for PartnershipESD UNU-IAS
Mainstreaming Biodiversity in Education: Opportunities for Partnership
Ms. Vanessa V. Carriedo, ASEAN Centre for Biodiversity
11th Global RCE Conference
7-9 December, 2018
Cebu, the Philippines
The document discusses education for sustainable development. It defines sustainable development as meeting present needs without compromising future generations' ability to meet their own needs. Education is critical to promoting sustainable development by improving people's capacity to address environmental and development issues. Education helps develop awareness, values, attitudes, skills and behaviors consistent with sustainable development and effective participation in decision making. Characteristics of sustainable development include considering social, ecological and economic factors, both short and long term impacts, and maintaining a balance between costs and benefits. The importance of education for sustainable development is that it helps people and prepares independent, confident students who prioritize self-activity and think about equitable development for all on a permanent basis.
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.
Education For Sustainable Development London4 All of Us
This conference brought together educationalists, NGOs, Estate Directors and employers to promote and share good subject based and interdisciplinary practice across a wide range of areas, from both the natural sciences and the social sciences. It also showcased ideas and projects from leading NGOs and businesses which are working towards sustainability goals.
Greening of TVET Institutions: A Case Study of the Eldoret National PolytechnicESD UNU-IAS
Greening of TVET Institutions: A Case Study of the Eldoret National Polytechnic
Case Study Session
Mr Martin Welinga, RCE North Rift
9th African Regional RCE Meeting
5-7 August, 2019, Luyengo, Eswatini
A Curriculum Model to Underpin Education for Sustainable DevelopmentESCalate
This is an enquiry-based model that addresses the cognitive, affective and action domains. It is illustrated by children in a Devon primary school who “identified a real issue that concerned them”.
Gaia Education_ Education for Sustainable DevelopmentGaia Education
GaiaEducation conducts educational programs through three streams: in-person certified programs with over 60 partner institutions worldwide, online sustainability courses in English, Spanish and Portuguese, and project-based learning in the Global South to support post-2015 development goals. They work with individuals from various fields, including social workers, educators, entrepreneurs, and professionals working in areas like urban planning and agriculture. Programs have been offered in diverse settings from indigenous communities to universities. Between 2006-2015, they held 179 programs attended by over 4,000 participants. Current projects focus on increasing food security, income generation and sustainability in Senegal, India and Bangladesh through farming, agroforestry and settlement capacity building activities.
This document discusses education for sustainable development (ESD) as presented by UNESCO. It defines ESD as empowering citizens to enact positive environmental and social change through participatory education. ESD aims to balance environmental, societal, and economic concerns to improve quality of life for current and future generations. Key aspects of ESD include respect, critical thinking, partnership-building, and participation in decision-making. UNESCO's role in the UN Decade of ESD from 2005-2014 was to facilitate ESD efforts among stakeholders and support countries in achieving development goals through education reform.
Unesco’s role in Education for Sustainable Developmentelectricmind
UNESCO's role in Education for Sustainable Development (ESD)- the United Nations Decade for Sustainable Development (DESD) spanning from 2005-2014, this view the founding value of ESD.
Adly M Hassanein has extensive experience in areas such as sustainable development, natural resources management, good governance, and international development program planning and management. He has worked for organizations such as USAID, the Mediterranean Center for Sustainable Development Programs, International Resources Group, and Education Development Center, Inc. on a variety of projects focused on topics like youth development, civic engagement, ecosystems management, and environmental education in countries including Egypt, Yemen, Burkina Faso, and West Africa. Currently he works as an independent inspirational speaker giving presentations on topics like sustainable lifestyles and green professional strategies.
Virtual Exchange to Tackle Wicked Problems: Latin American and European Colla...ESD UNU-IAS
Virtual Exchange to Tackle Wicked Problems: Latin American and European Collaboration on Education for Sustainable Development - VAMOS_Erasmus+“ (2021-22)
Patricia Peralta, Ph.D. in Landscape Ecology by the University of Nottingham, U.K. and Communications coordinator of VAMOS_Erasmus+ Project
Eloy Casagrande, Coordenador do Escritório Verde da UTFPR, Campus Curitiba, Professor do DACOC / PPGTE, Universidade Tecnológica Federal do Paraná
10th Americas RCE Regional Meeting
5-7 October, 2021
Supporting Integration of SDGs into Gram Panchayat Development PlanESD UNU-IAS
Supporting Integration of SDGs into Gram Panchayat Development Plan
Dr. Abdhesh Kumar Gangwar, RCE Srinagar
13th Asia-Pacific RCE Regional Meeting
5 October, 2021
Video Documentation: http://www.youtube.com/watch?v=IDymH-30_d0
This closing presentation gives us an overview the efforts necessary for "Smart Education" to considered in a regenerative development of an eco-systems that is trans-sectorial in collaborations for us to apply and sustain the integrative dynamics of "Smart" Technology.
"Leveraging the highest needs of community; an integrative solutions for the parents to bridge schools, family and corporations at the social emotional connections that is dynamic in developing holistic solutions and resources for smart community to thrive." This is the smartest vision we should thrive for within an education that is intelligent and dynamic; emotionally connected as a human specie, Hai Dai expressed.
-----------------------------------------------------------------------------------------------
The following presentation was presented at "KỶ YẾU HỘI THẢO KHOA HỌC QUỐC GIA: TIẾP CẬN GIÁO DỤC THÔNG MINH TRONG ĐỔI MỚI GIÁO DỤC PHỔ THÔNG" in Da Nang on December 21, 2018.
This presentation was shared to WOW Bali as part of our on going research in sustainable and regenerative development; leveraging WOW's Social Emotional Learning Framework within "Smart Education" Development. The efforts are to define sustainable and regenerative (easy to do and simple to share) models that hyper prime SEAMEO's Seven (7) Priorities of Education via SEL development for optimum innovative research and developments via low cost and high impact dynamics. These solutions hope to includes ASEAN's collaborative networks development via trans-sectorial and trans-cultural solutions; such as private to public partnerships for maximizing opportunities.
The document outlines funding priorities for 2010 under the EU Progress program. Key priorities include conducting studies on issues like the impact of the economic crisis on employment and social policies, skills shortages, demographic changes, and more. It also prioritizes sharing best practices between member states, providing guidance on EU law, and promoting participatory policy debates at EU and national levels to build support for EU objectives. The overall aim is to support the development and implementation of EU policies and legislation in employment, social affairs, and equal opportunities.
ESD Through a Whole School Approach: Teaching, Learning, Planning and Assessm...jbacha
Presentation delivered to educators at the ‘4th International Beijing Forum on Education for Sustainable Development (ESD)’ held in Beijing, China on 22-24 October 2009
Promoting ESD by Capacity Building of Educators: A Case Study from Punjab, IndiaESD UNU-IAS
Promoting ESD by Capacity Building of Educators: A Case Study from Punjab, India
Ms. Ravleen Singh, RCE Chandigarh
13th Asia-Pacific RCE Regional Meeting
5 October, 2021
Mainstreaming Biodiversity in Education: Opportunities for PartnershipESD UNU-IAS
Mainstreaming Biodiversity in Education: Opportunities for Partnership
Ms. Vanessa V. Carriedo, ASEAN Centre for Biodiversity
11th Global RCE Conference
7-9 December, 2018
Cebu, the Philippines
The document discusses education for sustainable development. It defines sustainable development as meeting present needs without compromising future generations' ability to meet their own needs. Education is critical to promoting sustainable development by improving people's capacity to address environmental and development issues. Education helps develop awareness, values, attitudes, skills and behaviors consistent with sustainable development and effective participation in decision making. Characteristics of sustainable development include considering social, ecological and economic factors, both short and long term impacts, and maintaining a balance between costs and benefits. The importance of education for sustainable development is that it helps people and prepares independent, confident students who prioritize self-activity and think about equitable development for all on a permanent basis.
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.
Education For Sustainable Development London4 All of Us
This conference brought together educationalists, NGOs, Estate Directors and employers to promote and share good subject based and interdisciplinary practice across a wide range of areas, from both the natural sciences and the social sciences. It also showcased ideas and projects from leading NGOs and businesses which are working towards sustainability goals.
Greening of TVET Institutions: A Case Study of the Eldoret National PolytechnicESD UNU-IAS
Greening of TVET Institutions: A Case Study of the Eldoret National Polytechnic
Case Study Session
Mr Martin Welinga, RCE North Rift
9th African Regional RCE Meeting
5-7 August, 2019, Luyengo, Eswatini
A Curriculum Model to Underpin Education for Sustainable DevelopmentESCalate
This is an enquiry-based model that addresses the cognitive, affective and action domains. It is illustrated by children in a Devon primary school who “identified a real issue that concerned them”.
Gaia Education_ Education for Sustainable DevelopmentGaia Education
GaiaEducation conducts educational programs through three streams: in-person certified programs with over 60 partner institutions worldwide, online sustainability courses in English, Spanish and Portuguese, and project-based learning in the Global South to support post-2015 development goals. They work with individuals from various fields, including social workers, educators, entrepreneurs, and professionals working in areas like urban planning and agriculture. Programs have been offered in diverse settings from indigenous communities to universities. Between 2006-2015, they held 179 programs attended by over 4,000 participants. Current projects focus on increasing food security, income generation and sustainability in Senegal, India and Bangladesh through farming, agroforestry and settlement capacity building activities.
This document discusses education for sustainable development (ESD) as presented by UNESCO. It defines ESD as empowering citizens to enact positive environmental and social change through participatory education. ESD aims to balance environmental, societal, and economic concerns to improve quality of life for current and future generations. Key aspects of ESD include respect, critical thinking, partnership-building, and participation in decision-making. UNESCO's role in the UN Decade of ESD from 2005-2014 was to facilitate ESD efforts among stakeholders and support countries in achieving development goals through education reform.
Unesco’s role in Education for Sustainable Developmentelectricmind
UNESCO's role in Education for Sustainable Development (ESD)- the United Nations Decade for Sustainable Development (DESD) spanning from 2005-2014, this view the founding value of ESD.
Adly M Hassanein has extensive experience in areas such as sustainable development, natural resources management, good governance, and international development program planning and management. He has worked for organizations such as USAID, the Mediterranean Center for Sustainable Development Programs, International Resources Group, and Education Development Center, Inc. on a variety of projects focused on topics like youth development, civic engagement, ecosystems management, and environmental education in countries including Egypt, Yemen, Burkina Faso, and West Africa. Currently he works as an independent inspirational speaker giving presentations on topics like sustainable lifestyles and green professional strategies.
International School Award Dossier Oakridge International School MohaliGursimran kaur
International School Award Dossier, Submitted by Oakridge International School i. wherein, children followed action plan approved by British council. The plan was followed through out the year having collaborative activities. It was a fun learning not only for children but also for teachers as well where they got an opportunity to collaborate with educators all across the globe.
Youth Empowerment and Mobilization for Sustainable Development _5th African C...Hamisi Mkuzi
The document discusses youth empowerment and mobilization for sustainable development through the Network for Sustainable Development and Action on Climate Change (NESDACC) in Kenya. NESDACC, in collaboration with RCE-Greater Pwani network, has engaged youth in sustainable development projects and activities. These activities have helped empower youth, provide skills and experience, and encourage participation in issues like environmental conservation and management. However, youth still face challenges like lack of opportunities and experience. Greater inclusion of youth voices is recommended to strengthen sustainable development efforts.
Chemisto Satya Ali has over 18 years of experience in water, sanitation, and hygiene in East Africa. He has extensive experience managing projects and organizations, and specializes in strategic planning, policy development, capacity building, and conflict resolution. His background is in social science and he has worked for organizations like SNV, UNICEF, and ActionAid International.
Gaia Education is a non-governmental organization associated with the United Nations that develops education for sustainable development. It offers the Design for Sustainability curriculum that teaches inner and outer skills to redesign human presence sustainably. The curriculum integrates social, ecological, economic, and worldview dimensions. Gaia Education has supported over 190 programs in 34 countries, reaching thousands of people, and works with various partners to bring solutions to communities globally.
This document provides three projections related to global knowledge flows:
1. Open Educational Resources (OER) will allow everyone in the world to access free, high-quality educational materials and replace expensive proprietary content. OER improves learning when content and teaching are open.
2. Crowdsourcing will become more mainstream and normalized as a service that organizations outsource like printing or consulting. However, legal and ethical issues around exploiting crowds and protecting workers need addressing.
3. There is potential for crowdsourcing to help with challenges like collaborative policymaking and entrepreneur mentorship between the Global North and South.
Communities respond to sustainable development in diverse ways. Using local wisdom and resources and accessing global networks, community members work together to sustain their economic and social wellbeing, and regenerate their natural ecosystems. The Sustainable Dynamics Model captures the processes with which interdependent actors and stakeholders leverage each other’s forces and capabilities to achieve their visions of a sustainable community. This exploratory study that aims to introduce and define the Sustainable Dynamics Model emanated from an observational case study of a sustainable community-based ecotourism project through the Asian Productivity Organization Workshop on Agrotourism Development and Marketing in Bali, Indonesia. Later on, it evolved into interdisciplinary action research seeking to integrate sustainability solutions initiated by various stakeholders to the local community’s vision of a global banjar (community). Focus group discussion and workshops, interviews and case studies propelled the gathering of information on the processes of implementing these solutions from local and international stakeholders. The main lesson that emerged from these local initiatives is that achieving social, economic and ecological balance within the community depends on the dynamics of the actors and stakeholders participating in the collaboration. Developing a sustainable community requires human-level (self) transformation: personal wellness and creative autonomy leading towards the creation of opportunities for social, economic, and environmental transformation.
Thank you for sharing your experience participating in the Green Long March. As a corporate representative, being able to witness firsthand the passion and determination of students working to increase environmental awareness in China is inspiring. Events like the GLM help foster partnerships across different sectors to address important social and environmental issues.
Andrea Procopio is an international development professional with over 9 years of experience in monitoring, evaluation, and learning. She has spearheaded the development of adaptive management strategies at PwC and worked on projects in Afghanistan and Uganda focused on education, health, gender equality, and capacity building. Her experience also includes designing educational programs, managing budgets, and coordinating services for at-risk youth.
This is a journey with regenerative cultures; FROM local to global and into virtual environments for affective ecosystems design thinking.
See the progressions of a leading NGO in sustainable and regenerative developments evolved towards Social Emotional Learning and Ecosystem Design Thinking via Industry 4.0. Look at the diverse outcomes in past regeneration to visualize the future of our "horizon in focus" for Post-Covid, the "new normal" and how to ensure localized developments for globalized dynamics.
Action principles and policy support for sustainable development through comm...Rika Yorozu
Presentation prepared for the Vietnam Conference on Education for Sustainable Development through Community Learning Centres (7-8 October 2016, Hoa Binh, Vietnam).
Special thanks from Robbie Roberto and Boram Kim in reviewing and improving these slides.
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.
Roddy walker & Bente Jensen pre conference material ecer 2021Roddy Walker
This is an overview of our presentation "How do cultures of reflection orchestrated through a professional development initiative facilitate change in the situated work practices of Family day-care practitioners?"
Session Title: 01 SES 10 B: Habitus, Culture, and Creativity in Reflection
The WE Foundation aims to mobilize talent and knowledge across borders to solve global challenges. It identifies skilled individuals willing to collaborate on solutions and serves as a bridge between expertise and implementation. Key activities include running collaborative problem-solving programs called Solution Vortexes, coordinating cross-disciplinary solution teams, and maintaining design hubs around the world. Current projects address issues like malaria treatment in the DR Congo, poverty through biofuel in the DR Congo, and youth empowerment in North Africa.
This document provides an overview of the Youth Formation Division (YFD) of the Department of Education in the Philippines. It discusses the goals of YFD to empower youth and its programs that promote holistic development. It also describes the Student Government Program, which focuses on leadership competencies of student leaders and advisers. The results of a training needs assessment for advisers are presented, identifying challenges like workload and needed skills like time management, conflict resolution, and creative thinking. Contact details for YFD are provided at the end.
KEY LESSONS around involving children and youth in climate change adaptation, based on Plan International's work in Asia. You can also listen to the podcast (audio recording) here below!
PART 1
https://soundcloud.com/user-594674169/involving-children-in-climate-change-adaptation-part-1
PART 2
https://soundcloud.com/user-594674169/involving-children-in-climate-change-adaptation-part-2
Engaging Generation Z: Integrating Global and Local Vision, Structure, and In...CIEE
How are universities responding to two recent paradigm shifts impacting global education? First, there is a generational change between millennials and the new cohort known as K or Z. While our current traditional undergraduates may be more anxious, skeptical, and know only smartphones, they also crave connection and are makers, creators, and inventors. (“Think millennials have it tough? For 'Generation K', life is even harsher.” The Guardian, March 19, 2016) The second shift is the increased fluidity between global and local interactions and groups. As classrooms continue to diversify with international and first-generation students, the university community – students, faculty, and staff – must obtain and demonstrate intercultural agility, curiosity, and empathy to navigate the complexities of the contemporary world. This session addresses how the University of St. Thomas has implemented into its administrative structure an innovative partnership between faculty from diverse disciplines and education abroad professionals to address the new realities of global and local engagement that respond to the world’s most pressing needs.
The Center for Environment, Economy, and Society (CEES) has developed an Integrated Ecology Curriculum (IEC) implemented in 5 NYC public middle schools serving over 1,000 students. The IEC focuses on hands-on field investigations to teach science and other subjects in an integrated way. It has led to significant decreases in truancy, suspensions, and course failures along with increases in standardized test scores. The IEC provides authentic learning experiences, develops students' higher-order thinking skills, and increases engagement—benefiting students academically and personally.
Similar to Earth Successor Project - Local Actions on Empowering and Mobilizing Youth (20)
FACTORIA 4.7 - Ibero-American Platform On Education For Sustainable Development ESD UNU-IAS
FACTORIA 4.7 - Ibero-American Platform On Education For Sustainable Development
Samuel Fernández Diekert (RCE Basque Country - Navarre)
Europe Regional Meeting 2023
12-14 September 2023
Proyecto Boost - Promoting Environmental Education For Sustainability in the ...ESD UNU-IAS
Proyecto Boost - Promoting Environmental Education For Sustainability in the Basque Country
Mikel Ballesteros Garcia (Basque Department of Economic Development, Sustainability and Environment)
Europe Regional Meeting 2023
12-14 September 2023
RCE South PL is a regional partnership in Southern Poland consisting of 66 partners from 17 NGOs, 13 schools, 12 public administration offices, 11 companies, and 9 universities. The partnership aims to support education for sustainable development in the region by translating global sustainability goals into local actions while considering national strategies. It serves as a practical model that brings together universities, industry, government, civil society, and the natural environment to find feasible, anticipatory, and resilient solutions on multi-stakeholder, multi-sectoral, and multi-task platforms.
The Role of the Human Dimension in Promoting Education for Sustainable Develo...ESD UNU-IAS
The Role of the Human Dimension in Promoting Education for Sustainable Development at the Regional Level
Jana Dlouha (RCE Czechia)
Europe Regional Meeting 2023
12-14 September 2023
This document discusses a professorship on "Pedagogy for democratic and sustainable societies" established by NHL Stenden University of Applied Sciences. The professorship is led by Jose Middendorp and works with various stakeholder groups on common themes. Pedagogy is seen as key to managing transitions toward sustainability. The professorship intends to participate in an upcoming education conference on "Education in an age of uncertainty" and is seeking interested Regional Centres of Expertise to collaborate.
How Can We Support Education Professionals in (Re)Designing Education for Sus...ESD UNU-IAS
Educators can support education professionals in redesigning education for sustainable development by designing transformative learning environments that focus on sustainable development goals, celebrate current successes, and define additional goals to develop the region. They can also focus on goals for personal and professional development of students and teachers and stimulate a continuous dialogue across departments to discuss innovative ideas, objectives, difficulties and provide inspiration and support.
Monitoring and Evaluating Education for Sustainable DevelopmentESD UNU-IAS
Monitoring and Evaluating Education for Sustainable Development
Rehema White & Betsy King (RCE Scotland)
Europe Regional Meeting 2023
12-14 September 2023
Role of Youth in Climate Action: Creating a Multistakeholdership in JapanESD UNU-IAS
Role of Youth in Climate Action: Creating a Multistakeholdership in Japan
Mana Saza (Director, SWiTCH)
RCE Youth Webinar: Igniting Changes for a Sustainable World - Embracing Intersectionality in Sustainability and Local Community Actions
10 August 2023
Intersectional Approach to Uplift the VulnerableESD UNU-IAS
Intersectional Approach to Uplift the Vulnerable
Angel Marie Ysik (Philippines Campaigner, Environmental Justice Foundation)
RCE Youth Webinar: Igniting Changes for a Sustainable World - Embracing Intersectionality in Sustainability and Local Community Actions
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Stakeholder Identification in Net Zero InitiativesESD UNU-IAS
"Stakeholder Identification in Net Zero Initiatives", presented by Dr. Shengru Li and Mr. Jerome Silla (UNU-IAS) at the 2022 ProSPER.Net Leadership Programme, 5 December, 2022.
This document provides an overview of Result Based Project Design and Management (RBM). RBM is a project management strategy used by the UN to ensure activities contribute to desired results. It measures actual changes rather than just outputs, and includes all stakeholders. The RBM cycle includes setting a vision based on data, defining a results framework with inputs, activities, outputs and outcomes, and planning monitoring with indicators, targets and verification. The document provides examples of an RBM results framework and steps for applying RBM to project design, including identifying issues, developing the framework, and monitoring planning.
Zeroing MY Foodprint - Transitioning the Carbon Loop of Food Waste to Net ZeroESD UNU-IAS
Group Presentation - 2022 ProSPER.Net Leadership Programme
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Zeroing MY Foodprint - Transitioning the Carbon Loop of Food Waste to Net Zero
Presented by:
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Rhadit Kurnia Asyuri
Alokita Jha
Arshia Fathima
Group Presentation - 2022 ProSPER.Net Leadership Programme
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Towards Jakarta Net Zero by 2050
Presented by:
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Lê Công Anh
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Indira awas yojana housing scheme renamed as PMAYnarinav14
Indira Awas Yojana (IAY) played a significant role in addressing rural housing needs in India. It emerged as a comprehensive program for affordable housing solutions in rural areas, predating the government’s broader focus on mass housing initiatives.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
The Power of Community Newsletters: A Case Study from Wolverton and Greenleys...Scribe
YOU WILL DISCOVER:
The engaging history and evolution of Wolverton and Greenleys Town Council's newsletter
Strategies for producing a successful community newsletter and generating income through advertising
The decision-making process behind moving newsletter design from in-house to outsourcing and its impacts
Dive into the success story of Wolverton and Greenleys Town Council's newsletter in this insightful webinar. Hear from Mandy Shipp and Jemma English about the newsletter's journey from its inception to becoming a vital part of their community's communication, including its history, production process, and revenue generation through advertising. Discover the reasons behind outsourcing its design and the benefits this brought. Ideal for anyone involved in community engagement or interested in starting their own newsletter.
Bharat Mata - History of Indian culture.pdfBharat Mata
Bharat Mata Channel is an initiative towards keeping the culture of this country alive. Our effort is to spread the knowledge of Indian history, culture, religion and Vedas to the masses.
Presentation by Rebecca Sachs and Joshua Varcie, analysts in CBO’s Health Analysis Division, at the 13th Annual Conference of the American Society of Health Economists.
How To Cultivate Community Affinity Throughout The Generosity JourneyAggregage
This session will dive into how to create rich generosity experiences that foster long-lasting relationships. You’ll walk away with actionable insights to redefine how you engage with your supporters — emphasizing trust, engagement, and community!
Presentation by Julie Topoleski, CBO’s Director of Labor, Income Security, and Long-Term Analysis, at the 16th Annual Meeting of the OECD Working Party of Parliamentary Budget Officials and Independent Fiscal Institutions.
Earth Successor Project - Local Actions on Empowering and Mobilizing Youth
1. LOCAL ACTIONS ON EMPOWERING AND MOBILIZING YOUTH
EARTH SUCCESSOR PROJECT
Hao Xin 忻皓
Vice Director of RCE Hangzhou 联合国可持续发展教育杭州专业区域中心副主任
Executive Director of Green Zhejiang 绿色浙江秘书长
R
未来使者——赋能并动员青少年的中国地方实践行动
2. RCE HANGZHOU
Prof. WU Weidong
Director of RCE Hangzhou
Director of Social Cooperation Dept. of
Zhejiang International Studies University
SEARCHING FOR 2022 ASIAN GAMES DREAMS
SEP 19, 2021
寻找2022个亚运梦想
3. Think of an idea
to change our world
and put it into action
MOTIVATION
4. Cultivating Global Citizens
who can take on the responsibility of global
sustainable development in the future
PROGRAM GOALS
MISSION
To establish a multidisciplinary and
sustainable curriculum system.
To engage various stakeholders
in the social governance process.
To promote a reproducible model of youth
education for sustainable development.
Curriculum System
Multi-stakeholders
Model Application
GOALS
培育能够在未来担当全球可持续发展大任
的地球公民
6. STRATEGIES
Motivation
• Integrate diverse social resources
• Improve the quality of ESD curriculum
products
• Increase supply level/capacity of related
programs
Training capacity
• Build ESD education centers
• Strengthen teacher training using methods by
guiding with technological innovation and integrating
with rural revitalization strategies
Multi-stakeholders
• Determine and match the experiential learning
needs of primary and secondary schools
• Establish an inter-school linkage mechanism
to connect the schools
• Motivate schools to participate in education
for sustainable development
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7. ESD & COVID-19
The 1st affiliated primary
school of Hangzhou
Normal University has
done some research
about the relationship
between COVID-19 and
SDGs.
8. RIVER ANGELS
Students are trained to become local waterway
protectors, environmental interpreters, and
innovators for water resource protection solution.
9. • Earth Successor aims to cultivate the ability of youth to
discover, analyze, and solve problems related to global
sustainable development.
• This program has sent over 3,000 primary and secondary
students on SDG-themed educational tours to more than
ten different provinces and semi-autonomous regions in
China as well as various international countries including
the United States, the Bahamas, South Korea, Australia,
New Zealand, Kenya, South Africa, the countries in
Europe where Rhine River flows through, and more.
• During these trips, students had the opportunities to
engage in direct discussion with policymakers and this
had motivated the students in policy-level thinking.
STUDY TOURS
10. Network
Calvin Say
State House Speaker
Hawaii, U.S.
• Earth Successor program integrates a diverse
variety of social resources including the
government, international organizations,
schools, companies etc.
• Earth Successor’s international network of
partners and collaborators includes RCEs from
all over the world, the Hans Seidel Foundation,
Waterkeeper Alliance, H20 Global River Cities
Summit etc.
• Earth Successor connects more than 300
different schools and organizations dedicated
to sustainable development on six different
continents and has established a mechanism
for mutual visits with local governments.
11. • Earth Successor has connected with various provincial-level &
city level environmental bureaus and water bureaus, and
countryside/township governments as well as nearly 100
companies such as Alibaba, Nongfu Springs etc.
• Nearly 10,000 students have participated in hands-on,
experiential learning ESD activities such as “One Qiantang
River” and “Nature History”.
• For eleven consecutive years, Earth Successor has been
organizing Qiantang River SDG-theme painting day which is
the activity of painting the river wall along the Qiantang
Riverside. Until now, the painted river wall has grown to be
13.5 kilometers long.
• Earth Successor’s “Reading for the Earth” event has been held
annually for the past five years, and the beach cleanups
activity has been organized for seven consecutive years. These
events involve the participation of multiple stakeholders.
SOCIAL CONNECTION
12. This book provides people the creative inspiration, and guides learners to
experience the process of sublimation and moral internalization of the
concept of "learning sustainable development" in a dazzling array of visual
perceptions and practical experiences.
Prof. Shi Gendong
Executive Director of the National Working
Committee of the UNESCO China Education
for Sustainable Development Project
CURRICULUMS
13. • In Earth Successor program, we have cooperated
with partners to held the SDG speech competitions
in Mandarin, English, and German in order to
strengthen students’ understanding, cognition and
motivation to take action on SDG.
SPEECH COMPETITIONS
14. • Earth Successor works in alliance with the Department of
Education and has prepared various ESD curriculum plans.
• Earth Successor promotes ESD work in the countryside by
connecting rural schools with the top educators from city. The
program integrates rural revitalization strategies and has
established ESD centers in 5 rural and township areas.
• The Baizhang town in Zhejiang province has introduced a group
of volunteer scientists to reorganize the Science and Technology
Association of Baizhang town and lead the operation of an ESD
center. This served not only to improve the environment of local
villages, but also provide a place for local youth to engage in ESD.
Through these actions, Baizhang town formed its own mode of
sustainability educational development.
EDUCATION CENTERS
15. OUTCOMES
27,000+ students
have participated in Earth Successor activities
6 curriculum handbooks
have been published
5 ESD centers
have been established
2019 RCE Flagship
Project Award
Golden Medal of
2020 China’s Voluntary
Service Project Competition
102 schools
joined Earth Successor project