The document discusses a youth manifesto created at the 11th Conference of Youth in Paris to address strategic climate change themes and values. Over 250 youth from 55 countries participated in working groups to draft the manifesto. It is divided into values and themes sections. The values section outlines principles like creativity, open-mindedness, and cooperation. The themes section includes positions, recommendations, and actions on issues like education, human rights, conservation, and energy. The manifesto aims to provide recommendations and engage youth groups on climate actions.
Global Citizenship Education TOPICS AND LEARNING OBJECTIVESBoston Global Forum
This document provides guidance on global citizenship education from UNESCO. It begins with an introduction that defines global citizenship education as developing a sense of belonging to the global community while recognizing interconnectedness on local, national and global levels. It notes global citizenship education draws from areas like human rights education and aims to be transformative.
The guidance was developed through research, technical consultations with experts, and field testing in different countries and regions. It provides suggested topics, learning objectives and approaches for integrating global citizenship education into education systems on global issues, diversity, responsible and engaged behavior. The overall aim is to help learners contribute to a more just, peaceful and sustainable world.
This document discusses global sustainability education and using the Earth Charter as a tool to engage students. It introduces Kimberly Corrigan and her background in sustainability education leadership. The document then provides an overview of global sustainability education, using interconnected global issues and sustainability principles as an educational framework. It outlines the history and growth of sustainability education. The Earth Charter is presented as a tool to explore these issues, with its 16 principles and focus on ecological integrity, social justice, democracy and peace. Examples are given of how teachers can discuss and use the Charter to explore tensions and spark student action projects.
This document discusses migration, globalization, and contemporary education. It provides definitions and concepts related to migration, including that migration can be permanent, temporary, or seasonal, and may be due to economic, social, political, or environmental factors. Migrants often leave their home country to improve their productive skills. Migration can indirectly impact education through remittances funding education or success stories creating incentives for further education. Globalization is defined as the increasing interaction and integration between people, companies, and governments globally. Global education aims to help students see themselves as global citizens and participants in a single global system. It emphasizes understanding other cultures, history, geography, and global issues. Comparative examples discuss international education policies and initiatives in countries like the
This document discusses Global Citizenship Education (GCED) as an educational concept that prepares learners for the challenges of the 21st century globalized world. It combines aspects of civic education, global education, peace education, and human rights education by focusing on developing knowledge, skills, values and attitudes to foster participation in and contribution to a more equitable global society. The United Nations and UNESCO have adopted GCED as a framework to promote education for global citizenship and a more just and peaceful world. The document examines key questions around GCED, such as balancing national and cosmopolitan identities, and how it can be implemented in practice.
Life on earth is always dependent on Nature. From the very inception of a living phenomena, Nature has sustained life, including human life.
Sustainable development, in general, refers to the process of socio-economic development through a judicious utilization of nature’s resources, keeping in view the needs of future generations.
When we talk of sustainable development in relation to education per se we must be clear in our mind the concept, scope and application of terms like sustainability, development and also education.
This document outlines lessons on global citizenship for high school students. It introduces the concept of global citizenship and how it relates to but differs from national citizenship. The lessons examine what it means to be a global citizen, the rights and responsibilities that come with global citizenship, and how individuals can take local actions that contribute to global issues. The document provides learning objectives, essential questions, and outlines for four lessons that align with Common Core State Standards.
This document discusses global citizenship education (GCE), which aims to equip learners with the knowledge, skills, values and attitudes needed to address global challenges. It recognizes that education must promote both universal values like justice, equality and respect, as well as respect for individual and cultural differences. The document outlines common elements of GCE, including fostering understanding of identity, global issues, critical thinking skills, social skills and collaborative action. It profiles both formal and informal approaches to GCE and enabling factors like supportive pedagogy and youth initiatives. While acknowledging ongoing debates, the document emphasizes that challenges should not prevent the practical implementation of GCE to help learners thrive in an interconnected world.
Global Citizenship Education TOPICS AND LEARNING OBJECTIVESBoston Global Forum
This document provides guidance on global citizenship education from UNESCO. It begins with an introduction that defines global citizenship education as developing a sense of belonging to the global community while recognizing interconnectedness on local, national and global levels. It notes global citizenship education draws from areas like human rights education and aims to be transformative.
The guidance was developed through research, technical consultations with experts, and field testing in different countries and regions. It provides suggested topics, learning objectives and approaches for integrating global citizenship education into education systems on global issues, diversity, responsible and engaged behavior. The overall aim is to help learners contribute to a more just, peaceful and sustainable world.
This document discusses global sustainability education and using the Earth Charter as a tool to engage students. It introduces Kimberly Corrigan and her background in sustainability education leadership. The document then provides an overview of global sustainability education, using interconnected global issues and sustainability principles as an educational framework. It outlines the history and growth of sustainability education. The Earth Charter is presented as a tool to explore these issues, with its 16 principles and focus on ecological integrity, social justice, democracy and peace. Examples are given of how teachers can discuss and use the Charter to explore tensions and spark student action projects.
This document discusses migration, globalization, and contemporary education. It provides definitions and concepts related to migration, including that migration can be permanent, temporary, or seasonal, and may be due to economic, social, political, or environmental factors. Migrants often leave their home country to improve their productive skills. Migration can indirectly impact education through remittances funding education or success stories creating incentives for further education. Globalization is defined as the increasing interaction and integration between people, companies, and governments globally. Global education aims to help students see themselves as global citizens and participants in a single global system. It emphasizes understanding other cultures, history, geography, and global issues. Comparative examples discuss international education policies and initiatives in countries like the
This document discusses Global Citizenship Education (GCED) as an educational concept that prepares learners for the challenges of the 21st century globalized world. It combines aspects of civic education, global education, peace education, and human rights education by focusing on developing knowledge, skills, values and attitudes to foster participation in and contribution to a more equitable global society. The United Nations and UNESCO have adopted GCED as a framework to promote education for global citizenship and a more just and peaceful world. The document examines key questions around GCED, such as balancing national and cosmopolitan identities, and how it can be implemented in practice.
Life on earth is always dependent on Nature. From the very inception of a living phenomena, Nature has sustained life, including human life.
Sustainable development, in general, refers to the process of socio-economic development through a judicious utilization of nature’s resources, keeping in view the needs of future generations.
When we talk of sustainable development in relation to education per se we must be clear in our mind the concept, scope and application of terms like sustainability, development and also education.
This document outlines lessons on global citizenship for high school students. It introduces the concept of global citizenship and how it relates to but differs from national citizenship. The lessons examine what it means to be a global citizen, the rights and responsibilities that come with global citizenship, and how individuals can take local actions that contribute to global issues. The document provides learning objectives, essential questions, and outlines for four lessons that align with Common Core State Standards.
This document discusses global citizenship education (GCE), which aims to equip learners with the knowledge, skills, values and attitudes needed to address global challenges. It recognizes that education must promote both universal values like justice, equality and respect, as well as respect for individual and cultural differences. The document outlines common elements of GCE, including fostering understanding of identity, global issues, critical thinking skills, social skills and collaborative action. It profiles both formal and informal approaches to GCE and enabling factors like supportive pedagogy and youth initiatives. While acknowledging ongoing debates, the document emphasizes that challenges should not prevent the practical implementation of GCE to help learners thrive in an interconnected world.
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”.
This document provides an introduction and overview of a sourcebook on values education for peace, human rights, democracy and sustainable development in the Asia-Pacific region. It was produced by APNIEVE (Asia-Pacific Network for International Education and Values Education), in collaboration with UNESCO. The sourcebook contains chapters on the APNIEVE philosophy, regional context, education for living together, teaching guidelines and sample lesson plans, the state of values education in teacher education programs, and related declarations. It aims to equip students and teachers with the knowledge, skills and attitudes needed to live together in peace and harmony through international education and values education.
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.
Learning to live together in peace and harmonyPamela Gonzales
The document discusses the concept of "learning to live together", which is described as the fourth pillar of education. It involves developing understanding of others, respecting differences, and participating cooperatively in human activities. Learning to live together is presented as vital for building peace and addressing issues like violence, conflict, and intolerance in today's diverse world. The document outlines how education can promote learning to live together through reforms, curriculum changes, teaching methods, and linking learning across different contexts.
Session_Document_StatementoftheGlobalStudent_495Obadya Ray
1. Representatives of student organizations from around the world met in London to discuss challenges facing students globally, including budget cuts, commercialization of education, and lack of student involvement in decision making.
2. They pledged to cooperate internationally to fight for students' rights, including believing education is a fundamental human right, opposing trade agreements that treat knowledge as a commodity, and demanding open access to research.
3. The statement calls for protecting education during conflicts, empowering students to challenge austerity, and developing a Student Rights Charter to address issues like freedom of association and academic freedom.
The Joyous Voyage: situating open learning in a fractured worldAlan Bruce
1. The document discusses the challenges facing education in today's fractured and uncertain world, including rising inequality, the impact of globalization and technology, and the refugee crisis. It argues that open education has the potential to promote inclusion and address these issues but must confront the realities of neoliberalism.
2. It examines how open learning can support refugees and those with special needs by developing flexible, community-focused models that acknowledge trauma and diversity. Global citizenship is also discussed as a way to engage diverse learners and foster inclusion despite economic disruption.
3. Moving forward, the document advocates for teacher training, multilingualism, addressing prejudice, and innovative, participatory approaches to learning as ways for open education
This document discusses embedding education for sustainable development (ESD) into mainstream education. It provides background on the origins of ESD from Agenda 21 and other UN conventions and conferences. It outlines four thrusts of ESD: access to quality basic education, reorienting existing education, public awareness and understanding, and training programs for all sectors. The document discusses different ways schools have responded to ESD, from ignoring it to fully integrating it as the purpose of education systems. It emphasizes ESD is not just about the curriculum, but also policy, buildings, funding, and evaluation. For best results in mainstreaming ESD, leadership and coordination across strengths such as disciplines, groups, teachers and ministries is important.
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.
Good Practice in Education for Sustainable DevelopmentECO-UNESCO
ECO-UNESCO's Seminar Series: Exploring Good Practice in Education for Sustainable Development
Presentation by keynote speaker Andy Griggs (Environmental Education Forum) on Good Practice in Education for Sustainable Development.
About this presentation:
In October 2009, ECO-UNESCO held the seminar Exploring Good Practice in Education for Sustainable Development (ESD). The seminar allowed participants to engage with organisations and initiatives which are leading in the field of Education for Sustainable Development in Ireland and internationally.
The keynote speaker Andy Griggs (Environmental Education Forum) gave a presentation on Good Practice in Education for Sustainable Development. ECO-UNESCO's National Director, Elaine Nevin, opened the day with a presentation on Education for Sustainable Development.
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.
Community is the Answer: What is the Question?TANKO AHMED fwc
The document provides a keynote address on the topic of "Community is the Answer" delivered at a joint conference in Nigeria. The summary is:
1. The address explores the question posed by the conference theme "Community is the Answer" by examining concepts of community, education, and sustainable development.
2. It reviews global and national efforts towards education for all and inclusive education, and questions their success at the community level.
3. The speaker calls the conference to action by strengthening relevant policies and linking research to policymakers to better meet community needs. The goal is to move beyond analysis to practical solutions.
This document discusses the intersection between education for sustainable development (ESD), consumer-citizenship, and home economics education. It defines key concepts like sustainable development, education for sustainable development, consumer-citizenship, and examines their relationship to home economics education. The document argues that home economics education is morally obligated to incorporate education for sustainable development and concepts of justice-oriented consumer citizenship. It aims to guide educators in facilitating student understanding of sustainable living and development through an examination of everyday life and consumption choices.
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.
The document discusses the role of higher education in promoting intercultural understanding and global citizenship in a globalized world. It summarizes the Global University Network for Innovation's (GUNI) report which analyzes higher education's contribution to human and social development. The document also outlines challenges for higher education institutions, such as understanding different types of knowledge, balancing market demands with social needs, and rethinking the social value of education. It argues higher education must adapt to promote multicultural coexistence, global competencies, and intercultural understanding through curricula, research, and community outreach.
Presentation at a Working Group with young people in London, on Education for Sustainable Development, during the London +20 event, on the 5th June 2012
Education for Sustainable developmmentVENIE PESITO
Education for Sustainable Development (ESD) aims to use education as a tool to achieve sustainability. ESD seeks to provide people with the knowledge, skills, and perspectives needed for sustainable living. While education increases awareness of sustainability, simply increasing basic literacy is not enough - curriculums must be reoriented to address sustainable production and consumption. Implementing ESD requires participation across communities to develop programs that are locally relevant while addressing global sustainability challenges. Education is key to building capacity for informed decision-making and quality of life improvements towards a sustainable future.
This document discusses education for sustainable development (ESD). It emphasizes that ESD is needed to help citizens learn how to achieve sustainability and address complex global problems. ESD aims to stimulate an integrated, interdisciplinary approach to developing the knowledge and skills needed for a sustainable future. It promotes participatory, lifelong learning across formal, non-formal, and informal education to change values and behaviors towards sustainability.
This document is an introduction to the Education for Sustainable Development Toolkit. It discusses how education can support communities' sustainability goals by modifying curriculums. It provides an overview of concepts like sustainable development, the priorities of ESD, and how to reorient education around knowledge, issues, skills, perspectives, and values related to sustainability. The document also addresses challenges to implementing ESD and the importance of managing organizational change when integrating sustainability into education.
This document discusses Education for Sustainable Development (ESD). ESD aims to educate people about sustainable development issues and engage them in finding solutions. It is based on principles of learning to know, be, live together, do, and transform oneself and society. ESD emerged from conferences in the 1970s and was further developed in the 1992 Earth Summit. The UN designated 2005-2014 as the Decade of ESD. ESD is important because the world population is growing while resources are limited, so education is needed to address environmental, social, and economic challenges. ESD involves formal education systems as well as non-formal and informal learning to educate people of all ages.
El CETIS 109 invita a su exposición navideña de trabajos de la materia EDEUSA el 22 de diciembre de 10 am a 1 pm en la dirección Oaxaca 109 en Cd. Madero, Tamaulipas. Se ofrece estacionamiento cubierto y se pide confirmar la asistencia a la maestra Margarita Romero Alvarado.
This document is a curriculum vitae for Mr. Suramontri Rottong that outlines his educational background and work experience as a planning engineer. It includes details of his college degrees in technical fields, extensive training in software programs, and work history managing schedules and monitoring progress on large industrial projects for various engineering companies over the past 20 years.
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”.
This document provides an introduction and overview of a sourcebook on values education for peace, human rights, democracy and sustainable development in the Asia-Pacific region. It was produced by APNIEVE (Asia-Pacific Network for International Education and Values Education), in collaboration with UNESCO. The sourcebook contains chapters on the APNIEVE philosophy, regional context, education for living together, teaching guidelines and sample lesson plans, the state of values education in teacher education programs, and related declarations. It aims to equip students and teachers with the knowledge, skills and attitudes needed to live together in peace and harmony through international education and values education.
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.
Learning to live together in peace and harmonyPamela Gonzales
The document discusses the concept of "learning to live together", which is described as the fourth pillar of education. It involves developing understanding of others, respecting differences, and participating cooperatively in human activities. Learning to live together is presented as vital for building peace and addressing issues like violence, conflict, and intolerance in today's diverse world. The document outlines how education can promote learning to live together through reforms, curriculum changes, teaching methods, and linking learning across different contexts.
Session_Document_StatementoftheGlobalStudent_495Obadya Ray
1. Representatives of student organizations from around the world met in London to discuss challenges facing students globally, including budget cuts, commercialization of education, and lack of student involvement in decision making.
2. They pledged to cooperate internationally to fight for students' rights, including believing education is a fundamental human right, opposing trade agreements that treat knowledge as a commodity, and demanding open access to research.
3. The statement calls for protecting education during conflicts, empowering students to challenge austerity, and developing a Student Rights Charter to address issues like freedom of association and academic freedom.
The Joyous Voyage: situating open learning in a fractured worldAlan Bruce
1. The document discusses the challenges facing education in today's fractured and uncertain world, including rising inequality, the impact of globalization and technology, and the refugee crisis. It argues that open education has the potential to promote inclusion and address these issues but must confront the realities of neoliberalism.
2. It examines how open learning can support refugees and those with special needs by developing flexible, community-focused models that acknowledge trauma and diversity. Global citizenship is also discussed as a way to engage diverse learners and foster inclusion despite economic disruption.
3. Moving forward, the document advocates for teacher training, multilingualism, addressing prejudice, and innovative, participatory approaches to learning as ways for open education
This document discusses embedding education for sustainable development (ESD) into mainstream education. It provides background on the origins of ESD from Agenda 21 and other UN conventions and conferences. It outlines four thrusts of ESD: access to quality basic education, reorienting existing education, public awareness and understanding, and training programs for all sectors. The document discusses different ways schools have responded to ESD, from ignoring it to fully integrating it as the purpose of education systems. It emphasizes ESD is not just about the curriculum, but also policy, buildings, funding, and evaluation. For best results in mainstreaming ESD, leadership and coordination across strengths such as disciplines, groups, teachers and ministries is important.
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.
Good Practice in Education for Sustainable DevelopmentECO-UNESCO
ECO-UNESCO's Seminar Series: Exploring Good Practice in Education for Sustainable Development
Presentation by keynote speaker Andy Griggs (Environmental Education Forum) on Good Practice in Education for Sustainable Development.
About this presentation:
In October 2009, ECO-UNESCO held the seminar Exploring Good Practice in Education for Sustainable Development (ESD). The seminar allowed participants to engage with organisations and initiatives which are leading in the field of Education for Sustainable Development in Ireland and internationally.
The keynote speaker Andy Griggs (Environmental Education Forum) gave a presentation on Good Practice in Education for Sustainable Development. ECO-UNESCO's National Director, Elaine Nevin, opened the day with a presentation on Education for Sustainable Development.
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.
Community is the Answer: What is the Question?TANKO AHMED fwc
The document provides a keynote address on the topic of "Community is the Answer" delivered at a joint conference in Nigeria. The summary is:
1. The address explores the question posed by the conference theme "Community is the Answer" by examining concepts of community, education, and sustainable development.
2. It reviews global and national efforts towards education for all and inclusive education, and questions their success at the community level.
3. The speaker calls the conference to action by strengthening relevant policies and linking research to policymakers to better meet community needs. The goal is to move beyond analysis to practical solutions.
This document discusses the intersection between education for sustainable development (ESD), consumer-citizenship, and home economics education. It defines key concepts like sustainable development, education for sustainable development, consumer-citizenship, and examines their relationship to home economics education. The document argues that home economics education is morally obligated to incorporate education for sustainable development and concepts of justice-oriented consumer citizenship. It aims to guide educators in facilitating student understanding of sustainable living and development through an examination of everyday life and consumption choices.
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.
The document discusses the role of higher education in promoting intercultural understanding and global citizenship in a globalized world. It summarizes the Global University Network for Innovation's (GUNI) report which analyzes higher education's contribution to human and social development. The document also outlines challenges for higher education institutions, such as understanding different types of knowledge, balancing market demands with social needs, and rethinking the social value of education. It argues higher education must adapt to promote multicultural coexistence, global competencies, and intercultural understanding through curricula, research, and community outreach.
Presentation at a Working Group with young people in London, on Education for Sustainable Development, during the London +20 event, on the 5th June 2012
Education for Sustainable developmmentVENIE PESITO
Education for Sustainable Development (ESD) aims to use education as a tool to achieve sustainability. ESD seeks to provide people with the knowledge, skills, and perspectives needed for sustainable living. While education increases awareness of sustainability, simply increasing basic literacy is not enough - curriculums must be reoriented to address sustainable production and consumption. Implementing ESD requires participation across communities to develop programs that are locally relevant while addressing global sustainability challenges. Education is key to building capacity for informed decision-making and quality of life improvements towards a sustainable future.
This document discusses education for sustainable development (ESD). It emphasizes that ESD is needed to help citizens learn how to achieve sustainability and address complex global problems. ESD aims to stimulate an integrated, interdisciplinary approach to developing the knowledge and skills needed for a sustainable future. It promotes participatory, lifelong learning across formal, non-formal, and informal education to change values and behaviors towards sustainability.
This document is an introduction to the Education for Sustainable Development Toolkit. It discusses how education can support communities' sustainability goals by modifying curriculums. It provides an overview of concepts like sustainable development, the priorities of ESD, and how to reorient education around knowledge, issues, skills, perspectives, and values related to sustainability. The document also addresses challenges to implementing ESD and the importance of managing organizational change when integrating sustainability into education.
This document discusses Education for Sustainable Development (ESD). ESD aims to educate people about sustainable development issues and engage them in finding solutions. It is based on principles of learning to know, be, live together, do, and transform oneself and society. ESD emerged from conferences in the 1970s and was further developed in the 1992 Earth Summit. The UN designated 2005-2014 as the Decade of ESD. ESD is important because the world population is growing while resources are limited, so education is needed to address environmental, social, and economic challenges. ESD involves formal education systems as well as non-formal and informal learning to educate people of all ages.
El CETIS 109 invita a su exposición navideña de trabajos de la materia EDEUSA el 22 de diciembre de 10 am a 1 pm en la dirección Oaxaca 109 en Cd. Madero, Tamaulipas. Se ofrece estacionamiento cubierto y se pide confirmar la asistencia a la maestra Margarita Romero Alvarado.
This document is a curriculum vitae for Mr. Suramontri Rottong that outlines his educational background and work experience as a planning engineer. It includes details of his college degrees in technical fields, extensive training in software programs, and work history managing schedules and monitoring progress on large industrial projects for various engineering companies over the past 20 years.
Este documento describe los componentes clave de un microprocesador. Explica que un microprocesador es un circuito integrado que contiene todos los elementos necesarios para una unidad central de procesamiento (CPU). También discute las principales marcas de microprocesadores (Intel y AMD), cómo se miden sus velocidades, y sus funciones básicas como leer y escribir información en la memoria y ejecutar instrucciones de programas.
The document provides tips on how to make a bicycle faster in 8 steps: 1) Keep the bike clean, 2) Lube the chain, 3) Lower the front end to improve aerodynamics, 4) Adjust pedal tension, 5) Check tyre pressure, 6) Ensure the saddle height is correct, 7) Adjust gears properly, and 8) Ensure brakes are properly adjusted. Following these steps can improve the bike's efficiency and mechanics to allow for faster riding.
Ulisse Aldrovandi estudió humanidades y leyes antes de organizar expediciones para recolectar plantas. Galileo Galilei mostró interés en casi todas las ciencias y realizó importantes observaciones astronómicas. Hipócrates es considerado una de las figuras más destacadas de la historia de la medicina.
El documento describe el origen y desarrollo del fox incaico, un género musical ecuatoriano que combina elementos indígenas y extranjeros. Surge en el siglo XX a partir del fox trot estadounidense. Compositores como Segundo Luis Moreno Andrade, Rudencindo Inga Vélez, José Ricardo Becerra Lara y Constantino Mendoza Moreira contribuyeron a este género con obras como "La Bocina", "La Canción de los Andes" y "Collar de Lagrimas".
Aspectos éTicos De La GestióN Del CuidadoJulio Nuñez
El documento presenta la ponencia de Nuria Cuxart Ainaud en el VIII Congreso Internacional de Enfermería sobre los aspectos éticos de la gestión del cuidado. La ponencia explora los problemas éticos que enfrentan las enfermeras en su trabajo diario y las enfermeras gestoras, y la responsabilidad ética compartida de ambos grupos. El desafío es establecer puentes entre la asistencia y la gestión para que la ética sea una cuestión institucional y no solo personal.
Este documento resume las principales fuentes del derecho penal en tres oraciones. Define las fuentes como directas e indirectas, y clasifica la ley, la jurisprudencia y la doctrina como fuentes directas e indirectas respectivamente. Además, establece una jerarquía entre las fuentes constitucionales, legales y reglamentarias como fuentes primarias, y los principios generales del derecho y la costumbre como fuentes complementarias y aclaratorias.
Este documento propone un plan basado en la gerencia interactiva para mejorar el desempeño del personal de recursos humanos del I.A.P.E.C. mediante estrategias como la comunicación efectiva, capacitación y desarrollo personal. El estudio analiza la situación actual y desarrolla un plan con talleres para implementar la gerencia interactiva.
Este documento describe la vida y obra del músico ecuatoriano Salvador Bustamante Celi. Nació en 1876 en Loja y estudió música en Guayaquil y Lima, perfeccionando instrumentos como el piano y el órgano. Compuso numerosas obras como himnos, pasillos y boleros que celebraron aspectos de la cultura ecuatoriana. Fue galardonado por su contribución a la música de Loja antes de fallecer en 1935. El documento también menciona brevemente a otros compositores ecuatorianos importantes de los sig
Sustainable development has three components: environment, society, and economy. If you consider the three to be overlapping circles of the same size, the area of overlap in the center is human well-being. As the environment, society, and economy become more aligned, the area of overlap increases, and so does human well-being.
Creativity and Inclusiveness, Well-Being, Socio-Emotional SkillsEduSkills OECD
This presentation was given by Hannah Grainger-Clemson at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
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 is to facilitate ESD efforts through collaboration, quality teaching, and country support in achieving development goals.
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.
of the PDC+++ in Integral Permaculture
see www.PermaCultureScience.com
Which Communities work & what do they do differently from those that don't work?
We look at what are EcoVillages, what other types of communities exist & we explore a little the design of communities, criteria & patterns for success
The document summarizes the recommendations from four working groups at the AFS Youth Workshop and Symposium on Global Citizenship Education. Each group focused on a different stakeholder: 1) Governments and policy makers, 2) Businesses, social entrepreneurs and media, 3) Educational institutions, and 4) Religious and community groups and NGOs. The recommendations address how these stakeholders can promote Global Citizenship Education through policies, programs, and practices related to areas like youth participation, long-term planning, education access, and intercultural exchange.
Report - Comprehensive Scope of PCE.pptxGelmerCabag
Peace education encompasses many forms and themes that promote peace, human rights, and social justice. It includes disarmament education, human rights education, global education, conflict resolution education, multicultural education, education for international understanding, interfaith education, development education, gender-fair education, and environmental education. The overarching goals are to nurture inner peace, promote nonviolence, respect diversity, and foster more just and sustainable communities.
publication promoting intercultural dialogue and mutual understandingMile Dimkoski
The document summarizes a training report on promoting intercultural dialogue and mutual understanding. It describes a training event hosted by Youth Council Prilep in 2011 that was funded by the Council of Europe and aimed to discuss intercultural dialogue and build understanding between European youth organizations. Over 4 days of workshops and activities, participants explored concepts like cultural diversity, discrimination, conflict management, and human rights to foster intercultural learning and develop ideas for future collaborative projects promoting intercultural dialogue.
ICAE's capacity building for advocacy on a global levelmariagcuervo
The ICAE Academy of Lifelong Learning Advocacy (IALLA) is an international residential course held for the first time in 2004, in Norway. Since then, a total of 8 editions have taken place in Africa, Europe, Latin America and the Arab Region; in 2012 the first advanced, second stage IALLA was held. Until now, there are more than 200 IALLA graduates from all regions of the world.
This training course is rooted in a fusion of popular education and folkbildning, with a very innovative aspect: it is a unique learning and cultural translation space. Each course becomes an unforgettable experience for people, at personal and academic level, creating, each time, a new and different group of passionate people. That is what makes IALLA so unique; results go beyond learning to do advocacy for the right to education, participants take with them shared experience that will increase their self-confidence.
This discussion guide takes a look at when, where, and what young people learn. How do we create the kind of community where all young people will have a chance to learn – in and beyond the school day?
DRH Norway offers 14-month programs to gain experience in international cooperation and development. The program has three periods: 1) a 6-month intensive training in Norway, 2) a 6-month internship as a Development Instructor at one of Humana People to People's projects in Africa or India, and 3) a 2-month conclusion period in Norway. The training in Norway includes courses on global issues, practical skills, and fundraising. Participants then work directly with communities through Humana projects focused on education, health, and child development. The goal is to equip participants to promote positive change around the world.
Global perspectives in the classroom - phil casasBhavneet Singh
The document discusses strategies for student learning through global education projects. It provides examples of topics that can be covered, such as the environment, human rights, and poverty reduction. Planning frameworks are presented that outline learning activities, products, and Bloom's Taxonomy. Best practices are listed like giving students an authentic audience and incorporating local connections. References are also provided for organizations and websites related to global issues and education.
This document provides information on best practices and frameworks for student learning projects that address global issues. Some key points:
- Students play an active role in co-creating their learning experience through project-based work on issues like gender equality, citizenship, and education access.
- Games, technology, art, and action-oriented activities can make learning engaging while addressing different learning styles. Community support and online collaboration tools also help learning.
- Bloom's Taxonomy and other planning frameworks can help develop higher-order thinking in areas like creating, evaluating, and analyzing as part of project work.
- Global education aims to develop global citizenship and is aligned with goals of the Australian curriculum around flexibility, cross-
EDUCATIONAL PARTNERSHIP AND COMMUNITY DEVELOPMENT Ppt.pptxJCLeabres
This document discusses educational partnerships and community development. It defines key concepts like education, partnership, community and discusses different types of partnerships and communities in education. It outlines rationales for partnerships including shared expertise, mutual support and increased resources. The document also summarizes research on effective school, family and community partnership programs, including the six types of family involvement and challenges in implementing partnerships.
The document discusses embracing a people-centric approach to sustainable living. It argues that sustainability must consider social and economic dimensions, not just environmental impacts, and acknowledges how individual choices affect others and the planet. A people-centric approach focuses on inclusivity, empowering communities through participation, education to promote informed decision making, and cross-sector collaboration to tackle complex challenges. Embracing this approach through understanding interconnectedness can create a more sustainable and equitable world for all.
The document discusses approaches to global education that engage students in reflecting on ethics and global issues. It presents two approaches: Philosophy for Children, which uses communities of inquiry to emphasize morality and rationality; and Open Spaces for Dialogue and Enquiry, which emphasizes ethics, difference, and developing critical literacy towards difference. The document advocates for education that fosters critical thinking, open-mindedness, understanding of global issues and power relationships, and action for positive change.
The four key facets of ESD inclusive curriculum by Dr. Geetika SalujaDr. Geetika Saluja
ESD inclusive curriculum is the wisdom to perceive the interconnectedness of all life and living.
The courage not to fear and the compassion for all immediate surrounding with a will to make a difference
The document discusses the role of curriculum dimensions within the UK National Curriculum, with a focus on the "Global Dimension". It explores how the Global Dimension can support cross-curricular learning and help develop skills in students to become active global citizens. The Global Dimension aims to help students understand challenges facing the planet and how to balance quality of life with sustainability. Teachers are encouraged to incorporate Global Dimension concepts and culturally diverse experiences to help students critically examine values and global issues.
2. Page 2
The aim of the manifesto is for the youth to reflect upon strategic themes as well as agree on values to
respect. It serves as a lobbying and engagement tool for youth groups with sets of recommendations
and actions. It does not limit itself to themes related to COP21 but covers any themes related to
climate change and considered as important for the youth.
The manifesto is divided into two parts: values and themes. The first part includes the values that
are considered as the most important by the participants. It aims to define what principles the youth
agrees to respect. What guides their actions. This part is thus essential to unite youth around common
values and a way to work together. The second part gathers different themes considered as key for
the youth. Each theme is developed over two pages, explaining the position and recommendations of
the participants and proposing a set of actions that youth can take across the world.
More than 250 citizens from 55 different countries participated to this manifesto and were divided
into several working groups: one for each theme and one for the values. There were no requirement
to be a part of the working groups, besides motivation and being under 30 years old. The
working groups members are COY participants as the manifesto was only advertised within COY (Paris
COY and local COYs) networks. The views of this manifesto reflect a wide range of opinions and level
of knowledge on the subject.
The methodology was set up in order to be as inclusive as possible upon writing this document :
Prior COY :
o A questionnaire was sent to thousands of COY participants and their networks asking them to define
values and themes that they considered important for the youth.
o Following the questionnaire, working groups were formed in English and in French on the chosen
topics.
o The working groups were asked to prepare a draft and define key issues to be debated during the
event.
o The drafts were put online for every individuals to rate and comment each text.
During COY:
o Two debates sessions were proposed for each working groups: one in Paris COY and a second
session in one of the local COYs (Montreal, Florianopolis, Rabat, Abomey Calavi, Antananarivo, Tokyo
and Noumea). All the sessions were accessible via live stream and people were invited to use twitter
to send questions;
o Any informal or formal groups could send their suggestions and conclusions on the drafts of their
choosing.
INTRODUCTION
3. Page 3
The working groups had the authority on what would be in the final text but were required to consider
all the suggestions sent to them and do their best to integrate them.
As a result, each text is independant of the following ones and should be read separately from the
others. The format of the texts may slightly differ from one another, which was kept to show their diversity.
Each theme can be separately signed by an individual or an organization. By signing a theme,
they acknowledge the values and aim to respect them. This process was used to respect the fact that
youth cannot agree on all themes, nor have equal interests or knowledge. It is important to recognize
this fact in order to better work together. By agreeing on values, we however remain united.
INTRODUCTION
@coy11france
/coy11france
manifesto@coy11.org
4. Page 4
TABLE OF CONTENT
Introduction2
Values of the manifesto 5
Education 7
Human Rights 10
Conservation13
Environmental Law 15
Adaptation17
Youth Inclusion 19
Energy21
Sustainable Food Production 24
Themes
Values
5. Values
Page 5
VALUES OF THE MANIFESTO
Creativity
Definition: Creativity is the faculty to invent, imagine and express something different, new, and original.
Purpose: Creation and transformation for innovation and positive change.
Ideas for individuals - Allow us to express our own uniqueness providing us with a greater sense of
well-being and happiness.
Ideas for society - Provide new dynamics for development in all areas of the human society.
Ideas for environment - Innovation allows a quantum leap to arrive at new sustainable solutions.
Open-mindedness
Definition: Open-mindedness is accepting change and differences without judgement.
Purpose: Allows for multidimensional perspective on situations and challenges.
Ideas for individuals - Increase personal knowledge by learning from others
Ideas for society - Increase community knowledge and the development of the human civilization.
Ideas for environment - Embracing a solution allows us to challenge our own level of consumption,
accept new and different technologies, understand the sacredness of the earth and to be aware
that we are all connected.
Cooperation
Definition: Cooperation is an ability to unanimously consider and follow through a particular idea for
the common good. To work within a united team promotes strength, reliability and support.
Purpose: To generate the feeling of belongingness to one another and to the common goal. Allows
divergent opinions to converge for the greater good.
Ideas for individuals - Increasing our capacity for understanding, learning,and our desire to develop
our own potential.
Ideas for society - Acquisition of new skill sets and multiplication of shared knowledge benefiting
human society.
Ideas for environment - Working as a united team allows to share different and new ideas that can
lead to environmental innovations and solutions.
6. Values
Page 6
Commitment
Definition: Commitment is to put a belief or set of values into action. The awareness of one’s own values
and/or beliefs, the desire to implement these values and/or beliefs leads to commitment.
Purpose: To put into practise our values and/or belief systems in order to bring positive and
sustainable change.
Ideas for individuals - bring my own positive values into action and ‘walk my talk’.
Ideas for society - To allow positive values and shared belief systems to be the foundation of any
civilisation
Ideas for environment - To engage in positive values that will benefit and create rather than
damage and harm the environment.
Respect
Definition: Respect is to consider and acknowledge the other as having the same right to exist and
express himself as he or she is. Appreciation and open mindedness allows me to respect all living
beings. Respect for others starts with respecting myself.
Purpose: To create harmony within me and between all living beings
Ideas for individuals - Increasing our self-esteem and respecting others leads to positive relations.
Ideas for society - Respecting and appreciating oneself and others can bring greater understanding
and empathy within communities. As a result, more freedom is experienced for all.
Ideasforenvironment-Considerationforoneself andothersbringsaboutrespectfortheenvironment.
A desire to protect the interests of all forms of life (human, animal or plant)
7. Themes
Page 7
Position :
Education as a top priority to fight Climate Change
From Burkina Faso to Indonesia, through China, France, Australia and the United States, representing
the different perspectives, needs and realities; we, the youth present at the 11th Conference of Youth
in Paris, would like the world leaders to take this message into account for any upcoming decisions;
decisions which will impact each and every one of us, as well as the future generations.
This statement captures the voices and visions of thousands of youth from every corner of the world
who are strongly represented and have widely contributed to this global call.
Our journeys are different, yet our destination is the same. We come from different backgrounds a rich
diversity of race, color, religion and belief – yet our voices are united.
Recommendations :
Driven by the same vision, we strongly demand that:
Our governments recognize that education is a diverse process towards creating empowered, aware
and active citizens with a strong sense of social and environmental responsibility;
Education upholds the legal right of young people to access the Education needed for the survival
of life.
Education connects young people to the nature (through Green school programs) and their community.
Education be accessible and free for all, including minority groups or those facing oppression or
discrimination; a special attention for girls; refugees and migrants who deserve the right to learn within
their refugee camps.
Curricula be action oriented in order to shape change makers. It should be specific and aligned with
the needs of the current job market for each region of the world.
Education empowers the youth and creates a call to action. We need a system which respects
students’ choices and support our inherent connection to each other.
Education integrate geopolitics understanding, holistic, interdisciplinary and intercultural reflections
and prepares the youth for the complex world.
Education 1/3
8. Themes
Page 8
Education based on constructive thinking, group work skills, love and collaboration, in order
to stimulate learning from each other and to reduce conflicts.
Climate change education be integrated in all curricula and all public information sharing spaces on
a formal, non-formal and informal basis. It may be the only way to raise awareness amongst generations,
for whom sorting the garbage, reusing the old furniture, not wasting the food, having a responsible
consumption will be automatic.
Our governments ensure that all of our current teachers and those who will become teachers in the
future have sufficient knowledge about climate change, sustainable development and the environment.
Education integrate the use of a variety of learning techniques, including but not restricted to: e-learning,
active, visual, lifestyle-based, context-based, intercultural and adaptive learning. All education
integrate the use of modern and ancestral knowledge. We explicitly recognize the importance of the
knowledge of indigenous communities, as well as traditional and community knowledge in education
on sustainable development, climate change and the environment.
Disaster and risk reduction trainings are provided to young people who live in areas prone to severe
climate change impacts around the world. This should be done through various approaches including,
but not limited to, videos, photo exhibitions, adaptation projects competitions, in regions severely
affected by climate change such as the small islands threatened to disappear in the next decades.
Education 2/3
9. Themes
Page 9
Actions to hold governments accountable for their engagements:
Drawing the attention of the local and international media, in order to create a movement tracking
political leaders’ promises and decisions.
Using social media channels as a powerful tool to spread information. Encouraging the youth to vote
for politicians in favor of climate actions.
Establishing a strong connection between the youth community and lawyers in order to take legal
action against leaders who violate our legal right to quality education.
Lobbying for the creation of a Special envoy on Youth Climate Change Inclusion into the development
agenda for each government. He / she should be responsible to make sure our voices are taken into
account in every decision affecting our legal right to quality education and Life.
For the world
Education 3/3
10. Themes
Page 10
Position :
Climate change and human rights are inextricably connected. Generally, when we speak about
climate change, we rather tend to see its impacts on environment, biodiversity, atmosphere, etc., but we
often neglect its human dimension.
Climate change has disastrous environmental effects but also adverse social, economic and
geopolitical effects. Indeed, climatic phenomena such as sea-level rise, increase in temperature,
extreme weather events, including storms, floods, droughts and cyclones, the impacts on human po-
pulations and livelihood, causes displacements, water shortage, loss of land, threats for food security,
spread of diseases, death of livestock, destruction of houses and infrastructures, etc.
In this sense, climate change may affect a broad range of human rights: the right to life, the right
to food, the right to work, the right to health, the right to access clean water, the right to breath fresh
air, the right to shelter and housing, the right to development, the right to security, the right to a healthy
environment, the right to land, the right to education, as well as cultural and indigenous people’s rights.
For instance, the right to have access to food is threatened when climate change impacts agricultural
activities. Especially when droughts hit certain areas where agriculture is the main economic activity.
Moreover, changing precipitation patterns and the melting of glaciers affect access to water, which
in turn can affect the ability to irrigate lands and secure access to food, and ultimately leads to star-
vation. Climate change also affects human shelter through various natural disasters such as floods,
droughts and storms in different parts of the world. In case of natural disasters, we have witnessed shel-
ters being damaged which leads to population displacements and even forces people to become
refugees in other countries. By affecting access to resources, impacting livelihood, and causing forced
displacements, climate change can ultimately trigger conflicts and threaten human security around the
world. Negative impacts of climate change are disproportionately borne by poor and vulne-
rable persons and communities, including women. People living in delicate ecosystems, those living
in exposed zones, such as in low-lying areas or next to polluting factories and those whose way of life
is tied to nature are also particularly affected by climate change.
Climate change can thus be considered as one of the threats that will determine the continuity of life
on earth as it affects everyone life and fundamental rights partially or completely.
Human Rights 1/3
11. Themes
Page 11
Recommendations :
- Governance mechanisms should recognize the multidimensional importance of climate change.
As we are fighting so hard to reverse the effects of climate change, we should bear in mind that hesi-
tation to take actions to address this issue would not only affect the environment but also the funda-
mental rights and lives of human beings.
- States should take measures to protect all citizens, including affected people, and provide
effective remedy for human rights violations already caused by climate change.
- Measures and actions taken by international organizations, States and corporations to address
the impacts of climate change should incorporate human rights principles. In other words, human rights
must be at the heart of climate change policy making at the local, national and international levels.
- Countries who have contributed more to CO2 emissions needs to ensure they pay for the da-
mage caused by their previous development and the current impact on human rights.
- States should integrate in their Constitution the respect for nature and environment; they also
should create a special agency or institution in charge of climate change questions, if it does not exist
already. These institutions should ensure that climate change-related policies respect human rights;
they should also be in charge of education to environment.
- Multinational corporations should actively participate in the fight against climate change and
the protection of related human rights. They should be held accountable for the impacts of their
operations on human rights and the environment occurring in their direct production and their supply
chain. States and the UN should develop an international convention imposing direct obligations
upon corporations. Finally, multinational corporations should face prosecutions in case of pollution,
environmental damage or ecocide.
- Climate change decision making should be looked at with the lens of vulnerable people. In
taking adaptation and mitigation measures, States should take into account the voices of vulnerable
individuals and communities, including women, children, minorities, and indigenous peoples, through
effective participation processes. We remind that the existing intergovernmental documents have offi-
cially recognized the procedural requirements of the participation of individuals in the environmental
policy-making.
- The UN should expand its definition of “refugee” and recognize the status of “climate
refugee”. They also should recognize a “right to live in a viable land”.
- More generally, all local, national and international stakeholders must respond with intelligence,
compassion, commitment and wisdom to address this threat which endangers the sustainability of hu-
man race and our planet.
Human Rights 2/3
12. Themes
Page 12
Actions :
- Establish a UN Special Procedure on Climate Change and Human rights to provide coherence
within the human rights regime and among other relevant international institutions in the arena of public
policy; incorporate human rights standards in the UNFCCC reviewing process of the NDC.
- Implement in each country a civil society-led committee in charge of following up the imple-
mentation of the UN and regional human rights mechanisms’ recommendations related to human rights
and climate change, and develop advocacy activities on the issue
- Educate people about their rights to defend themselves, by setting up accessible workshops and
training courses on the adverse impacts of climate change and on how to face, adapt and combat
them.
- Create global platforms, build civil society alliances and write petitions to raise awareness on
climate change-related human rights violations worldwide among decision-makers and global citizens.
- Restrict the construction of polluting factories near cities and prevent the burial of their wasting
around populated areas; focus on trees and green belts to protect against drought; encourage
agro-ecological practices and changes in populations’ consumption patterns.
Human Rights 3/3
13. Themes
Page 13
«Strengthening and empowering local communities»
Position :
We, COY’s working group on conservation, define conservation as the preservation of all forms of
biodiversity: the diversity of genes, of species, of ecosystems. We identify the Local communities as the
important focus to take action for conservation. They are an integral part of the territory where the
conservation takes place. They are the basic consumers of produced goods; they have the specific
knowledge linked to a specific territory. Local communities are all communities - at the scale of a terri-
tory - where there is a need to re-focus the actions to have more and more sustainable growth.
Recommendations :
We proposes that decisions be taken directly by local communities instead of global organisations:
more self-determination, more power to act for conservation in daily life, along with conservation edu-
cation. We do ask for a bottom-up decision making system rather than the usual top-down approach.
We recognise that in some communities specific social groups are important for conservation: wo-
men’s groups in India for example are the ones we need to reach in order to promote conservation.
We encourage the education of members of local communities in order to make them actors within
their environment at the local scale, and to allow them to understand the integration of local actions
at the global scale. Educative projects such as serious games are suggested.
We insists on the need to include local communities in the decision-making processes with regards to
conservation of their living place at the local or global scale.
We ask for support from the economic sector for the local communities and emphasise that this strategy
is a win-win situation: economic costs due to non-action are bigger than economic costs incurred by
the build-up of action. There is also a need for a re-thinking of the economic system’s organisation:
fair-trade, local-trade relying on local communities’ knowledge and capabilities should be supported
along with the conservation it allows.
We ask for knowledge transfer aside of economic support so that each local community becomes able
to deal with issues related to climate change. Encourages the development of participative programs.
We insist on the link between the empowerment of local communities on conservation issues that have
been raised in this working group and the topics of education, sustainable food and human rights
groups.
Conservation 1/2
14. Themes
Page 14
Actions :
- As the next generation, we will have to deal with climate change and we should not forget the
knowledge of the elder ones about their land and its biodiversity in order to conserve it.
- The youth is a powerful force which should be included in decision-making processes concerning
conservation.
- The youth nowadays is eager to explore: partnerships for exchanges between North and South
countries in order to lead conservation programs and learn should be encouraged.
Conservation 2/2
15. Themes
Page 15
This document is based on the needs and beliefs of youth worldwide.
Position :
Environmental law as a tool to protect the environment :
We recognize that environmental law is a tool to protect the environment and biodiversity. It is an ins-
trument to recognize people’s well-being and ensure that natural resources are used in a sustainable
way. We consider that climate policies should consist of three interconnected pillars: mitigation, adap-
tation and loss and damages.
We believe that environmental law should be founded on reasonable scientific evidence that
should be the basis of political decisions.
We are convinced that the international society should involve different cultures, races and genders
in the development of new environmental decisions.
Our role in environmental law :
We believe that present generations have a moral obligation to “meet the needs of the present wit-
hout compromising the ability of future generations to meet their own needs” (Brundtland report, 1987).
We demand that the international society give youth a chance to be involved in the envi- ronmental
decision-making process at the local, national and international level to achieve intergenerational
equity.
Recommendations and actions :
We urge our governments to implement their future pledges in accordance with international goals as
defined in the climate environmental treaty, which we hope, will be agreed during COP21.
We require all parties to raise the legal authority of the international climate regime. We require the es-
tablishment of a World Climate Change Organization to efficiently regulate the actions of the parties
to the UNFCCC.
We require that all the funds dedicated to climate projects be more efficiently monitored by
independent institutions such as the UN.
Environmental Law 1/2
16. Themes
Page 16
We remind government of their fundamental obligation to protect their citizens on their sovereign ter-
ritory from any threats including climate change which is a long-term threat.
We require that governments implement a better legal framework for multinational companies to re-
duce their impact on the environment. It would be fair if companies mitigated and compensated their
possible past negative effects on the environment. Thereby they would increase their reputation in the
eyes of consumers and serve as supporters and initiators for local communities and governments to
take climate change seriously in a bottom-up approach.
We expect more policy instruments and regulations from authorities to protect our environment in order
to maintain it for future generations. The successful implementation of environmental law leading to
environmental justice will only be achieved when everyone enjoys the same degree of protection from
environmental and health hazards and equal access to the decision-making process, which will result
in a healthy, sustainable and safe environment in which to live.
We recognize the role of environmental justice and support its application, which should involve all
people regardless of race, color, national origin, gender or belief working towards the UN Sustainable
Development Goals. In order to make the decision-making process fair, we suggest that actors actively
involve possible vulnerable groups in the decision-making process.
It is necessary to reach a consensus within the civil society and support their involvement at the inter-
national level to develop inclusive environmental law tools.
We believe it is the role of the State to support and to protect young entrepreneurs and their
ideas in order to develop more efficient, competitive and environment-friendly technologies.
We consider that the decision-making bodies need to be more transparent and provide information
accessible to everyone, which should be promoted in order to contribute to a better decision-making
process.
We ask governments to provide incentives for a more environment-friendly economy. Furthermore, we
expect that international trade agreements take into consideration their environmental impact by ad-
ding clauses on their climate impacts and by including preventive measures to protect the environment.
Environmental Law 2/2
17. Themes
Page 17
Position :
The planet is dying and population growth remains a reality. We are young, younger people and future
generations.
No more fresh water, fertile land; biological diversity threatened more than ever: we do not want to
give in to fear but to roll up our sleeves!
Adaptation is the ability to do things within a given environment, which is essentially defined
by the available resources, and in reaction to the effects and repercussions of a disruption.
We want to live and let live. To achieve this goal, we need a base, a headquarter, that is our planet!
Recommendations and actions :
Ø Because we represent more than half of the world’s population, we have our say and also need
the support of our elders!
Ø Because we have dreams, plans, objectives; they may come to an end before they have even
started. But we want to persevere and to play an active role in our survival and that of future generations.
Ø Because we are aware and grateful to our mother earth and we want her to know it, we recommend
to:
1-Finance projects of young startups on adaptation.
It is imperative to support young people in this climate crisis. Transforming the adverse effects of
climate change into a source of employment is a challenge for the young people that we are. So
we need finance from our leaders.
2-Build capacity and youth involvement in implementing policies and adaptation projects. Stimulate
adaptation projects through education, advocacy and research. We must therefore involve young
people in policy-making and adaptation projects for capacity building and broad participation
because they are the future.
Adaptation 1/2
18. Themes
Page 18
3-Prioritize adaptation of the most vulnerable including young girls and women.
Young girls and women are at the forefront of this climate change in the most vulnerable countries.
It is therefore normal to put them at the center of this struggle. We want our States to promote and
encourage girls and women leaders on issues of adaptation.
4-Value local knowledge, environmental education, capitalize good practices and disseminate
innovations among young people. We, young people, have come to the conclusion that technology
transfer is a failure, and propose the promotion of good practice, innovation and local knowledge.
5-Allocate national budgets youth adaptation to support employment. Each country must have
a national budget to support any young initiative on adaptation. We must not wait for a natural
calamity or disaster, to adapt ourselves. We must foresee and anticipate through youth.
6-Create overall objectives of adaptation directly related to mitigation youth trajectories.
Adaptation and mitigation are intrinsically linked, and all youth adaptation measures following a
trajectory of CO2 mitigation, or any action to reduce emissions put forward by young people must
be a priority in Intended Nationally Determined Contributions (INDC).
7-Promote scientific research and develop the skills of a green economy and finding solutions for
young people.
Develop knowledge through field training. We urge the relevant organizations to increase monitoring
mechanisms, understanding the skills, resilience of young people and build disaster prevention, to
achieve adaptation.
We call on our leaders to take our recommendations and our joint commitment to collaborate and
make recommendations. Our recommendations at the end of this COY11 must not remain a dead
letter. It should set up a monitoring committee to include these recommendations in national and
international policies.
Adaptation 2/2
19. Themes
Page 19
Position :
The resounding position of youth from across the globe is that any decisions that affect the current
reality and the future of the youth must be made in consultation with youth. The youth will inherit the
Earth from the older generations and we are therefore more motivated to make decisions that are
better for our future. We have the right to participate in shaping our future. Youth must be at the heart
of all decision making and have a seat at every table. The youth have unique perspectives and mo-
tives and as they make up 1,2 billion of the world popula- tion, must be seen for what they are - an
essential asset to any country.
We see youth inclusion as the active participation of the younger generations (aged 30 and below)
in climate change decision making processes, climate action and in development for a sustainable
future. This includes youth from all backgrounds, ethnicities, religious groups, cultures, minority groups,
indigenous populations and genders.
Recommendations :
1. Youth from organisations, businesses and individuals alike, must be recognised as key stakeholders
and included in all major decision making processes, planning, implementation at all levels, both locally
and internationally through concrete, permanent positions with equal voting rights.
2. Each country should elect/appoint two Youth Ambassadors - as per the UN definition of youth (one
male one female); for the climate that represents the interests of the youth in all major decision making
processes internationally.
3. Youth should be encouraged to become active citizens and get involved with/ start advocacy
groups within their communities to increase youth participation at a local level and become drivers
of community action.
4. Women and girls must be empowered and included in climate actions, negotiations and deve-
lopment mechanisms and the discrimination against women in international negotiations must be
addressed.
5. Information about current opportunities for youth inclusion and participation in climate change
related matters needs to be disseminated across all communication channels including social media,
government, traditional media, non electronic media sources etc.
6. There must be increased participation from youth in SIDS (Small Islands Developing States), LDC’s
(Least developed country), minority groups and indigenous communities in international decision ma-
king processes.
7.Youth-led initiatives working within the climate change sphere must be recognised and supported by
decision makers.
Youth Inclusion 1/2
20. Themes
Page 20
Actions :
1. Pressure must be placed on the UN and UNFCCC to reform their processes in order to be more
inclusive of youth in decision making.
2. There must be critical engagement with and the lobbying of governments for youth inclusion in both
local and international decision making processes. This action can be done at both a local and
international level.
3. Each national delegation to all events relating to the international climate change negotiations
must include members of the Youth. This can include members of the youth that offer to assist their na-
tional delegation at the negotiations by forming the link between the youth and the delegates.
4. The capacity building and skills development of youth with regards to climate change negotiation
and policy making should become a major concern for international organisations and governments
alike.
5. Youth are a major stakeholders in all issues relating to climate change and a A framework for effec-
tive dialogue between youth and other major stakeholders must be established.
6. Dissemination of information and communication about climate change related issues needs to
become a priority and all major communication channels need to be utilised in this regard.
7. Youth must be educated on climate change related issues and threats and actions must be started
at a school and local level to promote a culture of good environmental practices.
Youth Inclusion 2/2
21. Themes
Page 21
Positions :
• Reaffirming the fundamental right of everyone to have access to energy,
•Recognizing the need to transform our current energy system from fossil fuels into renewable energy
and also developing better modes of transport,
•Further recognizing the need to implement stronger energy efficiency protocols while
also concentrating on energy sobriety,
•Reminding that, according to the United Nation’s Framework Convention on Climate Change
(1992), developed countries should assist developing countries through technology transfer and
financial aid to carry out projects aimed at establishing a sustainable energy matrix,
•Pledging for a commitment of States for an energy transition, through public policies, market
formation, facilitating and encouraging individual initiatives of clean energy production,
•Emphasizing the need for collaboration between public, private stakeholders and the local
communities to develop a more robust energy system and network,
•Further emphasizing the need for the below proposed recommendations to be deployed at a
more local level, with more local insights and involvement.
Recommendations and actions :
General
a. Investment in Research and Development of clean energy production, smart grids, smart cities,
smart metering, with an emphasis on storage technologies and materials;
b. Improve energy efficiency in the production, storage, transmission, and consumption fields through
direct policy actions and aggressive technical advances;
c. Educate the public, especially the youth, about the challenges that are involved with our
current energy system and the solutions that renewable energy technologies have to offer;
d. Public awareness campaigns regarding the plans and mechanisms that encourage consumers
to use green technology;
e. Create a robust periodical review process for the impact of implemented policies;
f. Collect more data to perform more analysis to identify renewable energy potential, spatial
landscape design for renewable energy at a local level and improving resource assessment tools.
Energy 1/3
22. Themes
Page 22
Energy Production
a. Reduce costs of clean energy technologies by:
i. Enacting policies that incentivise massive investments in clean energy systems;
ii. Subsidising energy for consumers through locally oriented innovative regulations;
b. Actively dis-incentivise consumers from using fossil fuel energy through appropriate policy
mechanisms;
c. Remove fossil fuel subsidies in the near future and reallocate them to clean energy;
d. Incorporate externalities of all energy industries into their respective business models;
e. Create a roadmap for a sustainable transition from shutting down old (1st generation)
energy systems to seeking new and better alternatives;
f. Concentrate on a decentralized production of energy as a prime model of localized
transition.
Energy Transmission Storage
a. Reinforce the present grid to cope with local, intermittent energy technologies and bi-di-
rectional flows of energy in a more efficient manner;
b. Start a transition to smart grids over time using smart meters as a support technology;
c. Improve the deployment of energy storage system in countries through policy mechanisms
wherein consumers and producers are in a win-win situation;
d. Improve collaboration between neighbouring countries to support the energy network;
e. Support the concept of micro grids for localized production by communicating with relevant
local stakeholders.
Energy 2/3
23. Themes
Page 23
Energy Consumption
a. Buildings and Services (Private, Public)
i. Offer tax break benefits to encourage refurbishment of existing buildings in terms of insulation,
ventilation, heating/cooling system, energy monitoring, use of clean energy, lighting, to name a
few;
ii. Implement stronger standards for new building designs and engineering requirements that
are aimed towards low energy consumption and environmental friendliness;
iii. Make renewables mandatory for government infrastructures and thus spending public money
more appropriately;
iv. Ensure all public outdoor lighting to comply with Zero Light Pollution standards using sen-
sor technologies thereby saving energy;
b. Industries
i. Make 100% renewable or an equivalent carbon offset program mandatory for all polluting
industries;
ii. Make energy audits more stringent with an aim to reduce energy consumption and promote
greener sources of energy;
c. Transport
i. Promote construction of efficient public transport infrastructure;
ii. Add a reward or incentive for citizens to use public transport;
iii. Promote alternative vehicle technologies that have lower emissions coupled with improving
efficiency and their respective support infrastructure;
iv. Labelling initiatives for vehicles based on their emissions and energy efficiency;
v. Create regulations to limit cars in cities;
vi. Oriented taxes on fuels facilities (as diesel/petrol for cars);
vii. Promote efficient bike networks and associated infrastructure;
viii. Limit private commute and encourage an integrated model of private and public transporta-
tion by creating large parking areas at public transportation stations thereby;
d. Individual actions
i. Reduce energy consumption by using low energy consuming home appliances;
ii. Choose eco-friendly buildings:
iii. Integrate small scale Renewable Energy into the building;
iv. Choose a green utility provider;
v. Refurbish their residences appropriately;
vi. Choose a bank which doesn’t subsidise fossil fuels;
vii. Encourage eco-friendly transportation lifestyle: carpooling, biking.
Energy 3/3
24. Themes
Page 24
Recommendations :
We believe that sustainable and resilient food production systems contribute to the maintenance of
peace and stand at the core of climate change mitigation and adaptation.
We understand that the increased dependence on fossil fuels and mining extractions of conventional
farming have substantially contributed to climate change and degradation of soils, water, biodiversity
and air. Regenerative farming based on agro-ecological design, local renewable resources and indi-
genous knowledge have the potential to create more resilient production systems able to sequester
carbon and adapt to climate change.
We aspire to new fair trade regimes and global cooperation as we see millions of farmers all around
the world not being able to sustain the dignity of their families. This is also a source of rural-to-urban
and international migration, unemployment and urban misery in many cases.
We recognize that considerable amounts of food wasted along the supply chain from harvest to
household means an opportunity to reduce emissions, retain value and provide food for people.
We believe that education is a root of responsible food choices. Participatory governance together
with respecting human rights are the foundation of food sovereignty.
We, the youth, citizens and governments, have the power to act and help implement sustainable food
production systems worldwide.
We want food production systems that are fit for our common future.
Sustainable Food Production 1/3
25. Themes
Page 25
Actions :
Call for governments’ actions :
We call our local, regional, national and international governments, all around the world, to be deter-
mined to promote regenerative food systems also supporting their countries’ commitments to reducing
greenhouse gas emissions in the agricultural sector. These food production systems should be informed
by interdisciplinary scientific insights and traditional local knowledge.
We urge governments to fight the financial speculation over land. We wish to see the creation of an
enabling political and juridical environment to control land and water grabbing, illegal extraction of
resources and privatization of genetic resources. We demand facilitation of access and re-allocation
of land to small-scale farmers and the protection of traditional seed varieties safeguarding genetic
diversity and its right to be used by everyone. We request restoration of degraded soils, forests and
fish stocks with the inclusion of local communities.
We urge for the regulations of markets that ensure fair prices to producers. We call for the phase-out
of subsidies to large agro-industrial businesses and redirecting funds towards small-scale farms and
agro-ecological extension services creating more value in rural areas. For the right to know what we
eat, we demand the development of specific indicators and clear product labelling to report carbon
impact, the presence of GMO and the origin of food. We urge public institutions and premises to lead
adopting responsible catering practices.
We call for the inclusion of food and agricultural components in school curriculums as well as alloca-
tion of funds towards research in agricultural development, sustainable food production systems and
knowledge transfer, with the full participation of indigenous people and local communities. We want
young adults to feel well equipped and empowered for the challenges of a food regime transition so
that they can aspire to the roles of food producers.
Call for youth action :
There is one action that all of us can do, every day, it is to take few seconds before choosing our food
and to act according to what we want our food systems to look like.
We want young people to reconsider their fish, meat and dairy consumption because of their high en-
vironmental footprints, while understanding the role of these foods in people’s cultures and agro-eco-
systems.
Sustainable Food Production 2/3
26. Themes
Page 26
We urge the youth to use their values, confidence, creativity and innovation skills to improve the resi-
lience of our food systems from farm to fork. We encourage the participation of youth in local policy
making, land use planning and developing alternative ways of farming, sharing food and reducing
food waste in their communities.
We advise farmers of all ages to farm responsibly, regenerating natural resources and redu-
cing emissions through appropriate technology and external inputs.
We encourage everyone to use technology wisely, from farmers using information technology for bet-
ter decision making to consumers sharing food stories on social media.
Let’s grow together, embrace climate-smart, ecologically and socially sound sustainable food produc-
tion systems for people and planet.
Sustainable Food Production 3/3