Prof Sospeter Muhongo outlines his vision for UNESCO in the 21st century in 3 key areas:
1. Quality education, science, and culture for all to promote peace, development, and human rights. This includes addressing issues like illiteracy, gender inequality, and improving education systems.
2. Supporting science that benefits society through increasing scientific capacity and research, especially in critical fields like climate change, agriculture, health, and energy.
3. Strengthening the link between education, science, technology, and society to drive innovation that reduces poverty and ensures sustainable development for a growing global population.
Document Iii Book Flyer, In Press, Science, Technology & Innovation In AfricaMusoma Blog
This document provides an overview and summary of the book "Science, Technology, and Innovation for Socio-economic Development: Success Stories from Africa". The book contains 11 articles divided into 4 sections that highlight success stories in health, ICT/mathematics, environment, and energy from African institutions and scientists. It emphasizes the importance of science, technology, and innovation for African development and achieving the Millennium Development Goals.
Cv Abridged 07 July 2009 Prof Sospeter M Muhongo Unesco Dg CandidateMusoma Blog
Prof Sospeter Muhongo of Tanzania is nominated for the position of Director General of UNESCO. He has extensive experience collaborating with UNESCO on projects in Africa over several decades, including as editor of UNESCO publications, project leader for UNESCO/IUGS projects, and appointments to UNESCO advisory boards. If selected, he aims to strengthen UNESCO's agenda of applying science for socio-economic development globally in a manner respectful of its diverse membership.
Significance of environmental education skills and methods for modern crisis ...garimatandon10
Environmental education plays a vital role in resolving modern environmental crises through developing skills and sensitivity. It teaches people to behave in environmentally friendly ways and take a global perspective in crisis management. Environmental education methods ensure hands-on learning about nature, developing problem-solving and observation skills. This helps manage natural crises and ensures public health and welfare by preventing environmental health problems. Environmental education creates awareness about sustainable use of resources and the importance of protecting them for future generations.
The non-formal educational sector in Nigeria encompasses a variety of citizenry, across the rural and urban settings. Evidently, this educational sector can be a key contributor to the dissemination of information on climate change, which is necessary for its mitigation and adaptation. As Nigeria government is incrementally enabling the introduction of a climate change education to the school curriculum, the non-formal education sector engagement is vital. The study herein described is aimed at determining the extent of climate change awareness by the instructors of non-formal education as it is expected to streamline perspectives and understanding of how the individuals and government can contribute to its mitigation and adaptation. A descriptive survey design was used to sample ninety non formal education instructors which were selected through purposive sampling from eighteen non-formal education institutions in Akwa Ibom State, Southern Nigeria. The applied data were gathered by means of the “Non-Formal Education Instructors Climate Change Questionnaire” (NEICCQ). The study results revealed an overall moderate awareness of climate change issues; awareness of mitigation and adaptation measures; with the instructors indicating a need to be more informed on the subject before they can teach it. Thus, our findings led to the conclusion that non-formal education instructors were not sufficiently informed to provide instruction on climate change that can make the required impact on the students and communities. Special training programs on climate change education are needed to be put in place for instructors of the non-formal education sector in order to establish a robust climate change education in this educational sector.
11.the contribution of science and technology education to nigeraAlexander Decker
This document discusses the contribution of science and technology education to national development in Nigeria. It begins by providing context on Nigeria's traditional education system and the introduction of western-style education. It then examines how national education policies have prioritized and supported science and technology education. However, it notes there are still problems and challenges implementing these policies fully, such as difficulties training and retaining teachers. In conclusion, it offers recommendations to further enhance the contribution of science and technology education, such as ensuring all stakeholders have input and making it a higher national development priority.
Addressing The Challenges Of Climatic Change Through Environmental Education ...iosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
This document provides guidelines for establishing UNESCO Green Academies in Africa and globally. It begins with an introduction discussing population growth, natural resource and waste management issues in Africa to provide the background and rationale for the initiative. It then outlines the history and prospects of UNESCO Green Academies and discusses their rationale. The document is organized around the five pillars of UNESCO Green Academies: rainwater utilization, wastewater recycling, production of clean energy, production of biomass, and youth clubs. It provides guidance on establishing each pillar and includes case studies of existing green initiatives. The guidelines aim to provide a framework for replicating the UNESCO Green Academy model across Africa and globally.
This document provides guidelines for establishing UNESCO Green Academies across Africa and globally. It begins with background on population growth, natural resource and waste management issues in Africa. It then discusses the history and rationale behind UNESCO Green Academies. The functioning of Biosphere Reserves is also explained. The core of the guidelines focus on the five pillars of UNESCO Green Academies: rainwater utilization, wastewater recycling, production of clean energy, production of biomass, and establishing youth clubs. Case studies of existing green schools and academies are also presented. The document concludes with recommendations for recognizing UNESCO Green Academies.
Document Iii Book Flyer, In Press, Science, Technology & Innovation In AfricaMusoma Blog
This document provides an overview and summary of the book "Science, Technology, and Innovation for Socio-economic Development: Success Stories from Africa". The book contains 11 articles divided into 4 sections that highlight success stories in health, ICT/mathematics, environment, and energy from African institutions and scientists. It emphasizes the importance of science, technology, and innovation for African development and achieving the Millennium Development Goals.
Cv Abridged 07 July 2009 Prof Sospeter M Muhongo Unesco Dg CandidateMusoma Blog
Prof Sospeter Muhongo of Tanzania is nominated for the position of Director General of UNESCO. He has extensive experience collaborating with UNESCO on projects in Africa over several decades, including as editor of UNESCO publications, project leader for UNESCO/IUGS projects, and appointments to UNESCO advisory boards. If selected, he aims to strengthen UNESCO's agenda of applying science for socio-economic development globally in a manner respectful of its diverse membership.
Significance of environmental education skills and methods for modern crisis ...garimatandon10
Environmental education plays a vital role in resolving modern environmental crises through developing skills and sensitivity. It teaches people to behave in environmentally friendly ways and take a global perspective in crisis management. Environmental education methods ensure hands-on learning about nature, developing problem-solving and observation skills. This helps manage natural crises and ensures public health and welfare by preventing environmental health problems. Environmental education creates awareness about sustainable use of resources and the importance of protecting them for future generations.
The non-formal educational sector in Nigeria encompasses a variety of citizenry, across the rural and urban settings. Evidently, this educational sector can be a key contributor to the dissemination of information on climate change, which is necessary for its mitigation and adaptation. As Nigeria government is incrementally enabling the introduction of a climate change education to the school curriculum, the non-formal education sector engagement is vital. The study herein described is aimed at determining the extent of climate change awareness by the instructors of non-formal education as it is expected to streamline perspectives and understanding of how the individuals and government can contribute to its mitigation and adaptation. A descriptive survey design was used to sample ninety non formal education instructors which were selected through purposive sampling from eighteen non-formal education institutions in Akwa Ibom State, Southern Nigeria. The applied data were gathered by means of the “Non-Formal Education Instructors Climate Change Questionnaire” (NEICCQ). The study results revealed an overall moderate awareness of climate change issues; awareness of mitigation and adaptation measures; with the instructors indicating a need to be more informed on the subject before they can teach it. Thus, our findings led to the conclusion that non-formal education instructors were not sufficiently informed to provide instruction on climate change that can make the required impact on the students and communities. Special training programs on climate change education are needed to be put in place for instructors of the non-formal education sector in order to establish a robust climate change education in this educational sector.
11.the contribution of science and technology education to nigeraAlexander Decker
This document discusses the contribution of science and technology education to national development in Nigeria. It begins by providing context on Nigeria's traditional education system and the introduction of western-style education. It then examines how national education policies have prioritized and supported science and technology education. However, it notes there are still problems and challenges implementing these policies fully, such as difficulties training and retaining teachers. In conclusion, it offers recommendations to further enhance the contribution of science and technology education, such as ensuring all stakeholders have input and making it a higher national development priority.
Addressing The Challenges Of Climatic Change Through Environmental Education ...iosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
This document provides guidelines for establishing UNESCO Green Academies in Africa and globally. It begins with an introduction discussing population growth, natural resource and waste management issues in Africa to provide the background and rationale for the initiative. It then outlines the history and prospects of UNESCO Green Academies and discusses their rationale. The document is organized around the five pillars of UNESCO Green Academies: rainwater utilization, wastewater recycling, production of clean energy, production of biomass, and youth clubs. It provides guidance on establishing each pillar and includes case studies of existing green initiatives. The guidelines aim to provide a framework for replicating the UNESCO Green Academy model across Africa and globally.
This document provides guidelines for establishing UNESCO Green Academies across Africa and globally. It begins with background on population growth, natural resource and waste management issues in Africa. It then discusses the history and rationale behind UNESCO Green Academies. The functioning of Biosphere Reserves is also explained. The core of the guidelines focus on the five pillars of UNESCO Green Academies: rainwater utilization, wastewater recycling, production of clean energy, production of biomass, and establishing youth clubs. Case studies of existing green schools and academies are also presented. The document concludes with recommendations for recognizing UNESCO Green Academies.
The realitiesof climate change are gradually dawning on everyone including children. The need for a
disaster reduction education requires the use of mobile technologies to identify some of the impact of
climate change within an environment and create awareness on the dangers associated with climate
change. Since the pre-service teachers will teach the primary school pupils, it is aptthat the use of mobile
technologies should constitute part of their preparation while in training. This paper examined pre-service
teachers’ perception of using mobile technologies in teaching climate change in the primary school. One
hundred and fifty (150) pre-service teachers in two Colleges of Education in the erosion disaster zones of
Anambra and Imo States in the south eastern state of Nigeria were used for the study. Three research
questions guided the study. The study utilized a survey approach to collect and analyze the data. The
results from the study show that the pre-service teachers were confident that the use of mobile devices will
createsignificant climate change awareness.However, the pre-service teachers saw the need for using
mobile devices fin their preparation.Suggestions were made towards ensuring the integration of mobile
technology literacy in the pre-service teacher education curriculum.
Challenges teachers face in the integration of Environmental Education into t...AJHSSR Journal
ABSTRACT: This study focuses on the integration of environmental education into other subjects in the
school curriculum. The study critically examine challenges faced by various subject teachers in the process of
teaching environmental education as an integrated component in their subject areas. The role of teachers in the
implementation of environmental education in developing an environmentally literate citizenry is of great
significance. It was recommended among others that, the government should develop curriculum with clear
goals and content with specific guideline which shall develop teachers’ capacity in the teaching of
environmental education. Successful implementation of any educational policy, largely depends on teacher’s
competencies. Therefore all necessary steps should be taken to address challenges confronting teachers in the
implementation of EE as an integrated component.
KEY TERMS: Environmental education, integration, curriculum
The contribution of science and technology education to nigeraAlexander Decker
This document discusses the contribution of science and technology education to national development in Nigeria. It examines Nigeria's experience with science and technology education historically from the traditional pre-colonial era to the introduction of western education. National education policies prioritized science and technology education to achieve national goals of a free, just, prosperous and opportunity-rich society. However, challenges remain in finding qualified science teachers, maintaining relevant curricula, and adequate funding. Recommendations are made to enhance the role of science and technology education in driving national development.
IMPLEMENTING A LANDSCAPE EDUCATIONAL PROJECT AMONG GREEK PUPILS: VALUABLE LES...ijejournal
This paper presents and assesses the implementation of a landscape educational project for schoolchildren in Greece, where landscape awareness is inadequate. Specifically, the project was implemented in a sample of 239 kindergarten, first-grade and sixth-grade primary school children, in different regions of Greece. Children's emotional, behavioural and cognitive relationship with the landscape was first evaluated, through an in-depth questionnaire. Next, children participated in a series of interactive experiential activities, for the purposes of awareness-raising and familiarization with the landscape. Finally, the project's efficiency was evaluated through another questionnaire, building on the initial one. Following the project's implementation, children's landscape conceptualizations and behavioral interrelations with it appear broadened and nuanced with age. However, deeply-rooted cultural views about the landscape seem to persist in the children’s emotional rapport with their landscapes, notwithstanding the fact that such educational projects ought to be adjusted to the their specific spatio-temporal and cultural contexts
Environmental education aims to teach people how natural environments function and how human behavior impacts ecosystems. It is a multidisciplinary field that incorporates subjects like biology, ecology, and geography. The UN defines environmental education as vital for fostering respect for nature and raising environmental awareness to ensure sustainable development. Environmental education occurs through formal schooling but also non-formal means like print materials, websites, and media campaigns. Mass media plays an important role in environmental education by raising awareness of issues and shaping positive public attitudes towards protecting the environment.
This document discusses the relationship between tourism, indigenous peoples, and sustainability. It notes that international organizations have emphasized the need for tourism development to align with sustainable development principles. While tourism can provide opportunities for indigenous communities if well-planned, it also poses threats if not managed properly, such as pressure on fragile environments and challenges to indigenous culture and land rights. The document examines examples of tourism benefiting conservation and indigenous communities when collaboratively managed. It also explores challenges indigenous people face in participating in tourism development and strategies like Pro-Poor Tourism that aim to reduce poverty through tourism.
This document outlines the key concepts of an Agricultural Technology course, including definitions, purposes, scope, and learning outcomes. Agricultural Technology focuses on the technological processes used in agriculture and their interaction with people, soil, plants, and animals. The purpose is to understand how technology sustains life and promotes economic and cultural values. The scope covers applying the technological design process to practical projects involving equipment, structures, irrigation systems, and cost calculations. There are four learning outcomes, including understanding the relationship between agriculture, technology, society and the environment; applying the technological process; demonstrating knowledge of principles; and applying skills responsibly and effectively.
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.
Course note, The course supported by Mevlana Exchange Programme was presented at the Tourism Department of Economy Faculty of Tetova State Unıversity, Macedonia in May 11-15, 2015
Integral university prospectus 2016 17 educationiconnect.com 786200478600007123
We provide university prospectus student can check all prospectus in any slide Integral university prospectus 2016 17 educationiconnect.com 7862004786 Integral university
A presentation to the Sustainability Across the Curriculum Workshop at Saint Mary's University, May 12, 2010
Prepared and Presented by: Dr. Cathy Conrad, Geography, Teaching Scholar 2010-2011
Revisiting Garden-Based Learning in Basic Education
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Investigative Research (Ongoing) on Relationship Between Gender, Intergenerat...ESD UNU-IAS
1) The document discusses ongoing investigative research on the relationship between gender, intergenerational groups, and traditional ecological knowledge in tribal regions of India.
2) It provides background information on education for sustainable development and how studying traditional ecological knowledge can help achieve UN sustainability goals.
3) The research involves focus groups, interviews, and knowledge collection from tribal communities in Odisha to understand the transmission of traditional knowledge across generations and gender and its impacts on natural resource management.
This chapter introduces the complex challenges of pursuing sustainability in the Mekong region. The region is experiencing rapid economic growth but also faces many social, environmental, and economic challenges. Climate change and regional integration are increasing interdependence across countries. While economic growth has improved livelihoods, pressures on natural resources and ecosystems are rising. Integrating social, economic, and environmental objectives to achieve long-term sustainability has proven difficult. This book examines these issues through case studies and policy analyses from the region.
Perceptions of university staff toward on preservation and global accessibili...IAEME Publication
This document summarizes a research study that examined the perceptions of staff at the University of Nigeria, Nsukka regarding the preservation and global accessibility of Nigerian cultural heritage. The study found that Nigerian cultural materials like songs, music, dance, written languages, and aspects of religion should be globally accessible. Access could be provided through the internet, cultural websites, and networks. However, challenges include a lack of documentation of cultural heritage and an absence of courses in cultural preservation. Improving global access requires strong political will, internet infrastructure, and IT support. The study aims to help librarians understand Nigerian cultural heritage that should be preserved and made globally available.
This document is a thesis that assesses the loss of forest resources and the adaptive strategies of fringe communities in the southern part of Ashanti Mampong District, Ghana. It uses remote sensing and GIS techniques to classify land cover in 2002 and 2007 and detect changes. Socio-economic surveys were also conducted through questionnaires and focus groups with 182 households across 4 communities. The results show a loss of 19.84% of tree cover between 2002-2007 and extinction of certain forest resources. This affected soil fertility, yields, and forced communities to rely more on markets or change occupations. Communities adopted strategies like farming further away or buying substitutes, but these were not sustainable long term. The thesis concludes more sustainable strategies are needed
This document provides a summary and reflection on the 10th PECERA International Conference, which had the theme of "Towards Unity amidst Diversity in Early Childhood Education". It discusses how the conference conceptualized unity and diversity through its keynote addresses, plenary sessions, and panel discussions. It also examines the diversity of participants, topics, and research methodologies presented in individual papers and posters at the conference. The document analyzes how the conference demonstrated diversity across different levels, from the child to broader social and cultural contexts, while still working towards the shared goal of providing quality early childhood education.
Hamad bin Abdulaziz Al-Kawari, a Qatari diplomat, is running for the position of UNESCO Director-General. In his manifesto, he outlines his vision to give UNESCO a "new momentum" with a focus on education, science, heritage, communication, and governance. He emphasizes increasing access to education for all, protecting cultural heritage sites around the world, and making UNESCO a place for civilizational dialogue. He believes his experience in both Arab and Western universities and as an ambassador to several countries positions him well to lead the organization.
unesco uni presentationddd................e6polynays22
UNESCO is a specialized agency of the United Nations that seeks to build peace through international cooperation in education, science, and culture. Its objectives include attaining quality education for all, mobilizing science for sustainable development, fostering cultural diversity, and building inclusive knowledge societies. UNESCO focuses on areas like education, which transforms lives; protecting cultural and natural heritage; using science for sustainability; social and human sciences; and communication and information to promote freedom of expression.
2015. What education do we need for the 21st century? What is the purpose of education
in the current context of societal transformation? How should learning be organized?
These questions inspired the ideas presented in this publication.
In the spirit of two landmark UNESCO publications, Learning to Be: The world of
education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure
within (1996), the ‘Delors Report,’ I am convinced we need to think big again today
about education
This report summarizes findings from 5 regional studies commissioned by UNESCO on using ICTs to provide access to information and knowledge for persons with disabilities. Key findings include:
1) The UN Convention on the Rights of Persons with Disabilities has increased visibility of disability rights and led many governments to mainstream disability needs, though progress is uneven.
2) Significant challenges remain regarding societal attitudes, educator training, employment opportunities, and lack of infrastructure and accessible content.
3) Innovative local solutions are emerging where government progress is slow, showing public-private partnerships can promote inclusive education through ICTs.
4) The report details innovative ICT adaptations identified in regional studies and concludes
Responsibility of universities. Future of university social (sustainable) re...Victor Van Rij
Keynote speech for the International Conference for the Management of Educational Quality within the University Social Responsibility. 21st of September 2016, Merida, Mexico
Plea is made to use the principles of coorporate governance to lead the transformation process of Universities towards Social Responsibility that takes into account general ethical values , as well as the duty to work with and for society towards sustainability.
The realitiesof climate change are gradually dawning on everyone including children. The need for a
disaster reduction education requires the use of mobile technologies to identify some of the impact of
climate change within an environment and create awareness on the dangers associated with climate
change. Since the pre-service teachers will teach the primary school pupils, it is aptthat the use of mobile
technologies should constitute part of their preparation while in training. This paper examined pre-service
teachers’ perception of using mobile technologies in teaching climate change in the primary school. One
hundred and fifty (150) pre-service teachers in two Colleges of Education in the erosion disaster zones of
Anambra and Imo States in the south eastern state of Nigeria were used for the study. Three research
questions guided the study. The study utilized a survey approach to collect and analyze the data. The
results from the study show that the pre-service teachers were confident that the use of mobile devices will
createsignificant climate change awareness.However, the pre-service teachers saw the need for using
mobile devices fin their preparation.Suggestions were made towards ensuring the integration of mobile
technology literacy in the pre-service teacher education curriculum.
Challenges teachers face in the integration of Environmental Education into t...AJHSSR Journal
ABSTRACT: This study focuses on the integration of environmental education into other subjects in the
school curriculum. The study critically examine challenges faced by various subject teachers in the process of
teaching environmental education as an integrated component in their subject areas. The role of teachers in the
implementation of environmental education in developing an environmentally literate citizenry is of great
significance. It was recommended among others that, the government should develop curriculum with clear
goals and content with specific guideline which shall develop teachers’ capacity in the teaching of
environmental education. Successful implementation of any educational policy, largely depends on teacher’s
competencies. Therefore all necessary steps should be taken to address challenges confronting teachers in the
implementation of EE as an integrated component.
KEY TERMS: Environmental education, integration, curriculum
The contribution of science and technology education to nigeraAlexander Decker
This document discusses the contribution of science and technology education to national development in Nigeria. It examines Nigeria's experience with science and technology education historically from the traditional pre-colonial era to the introduction of western education. National education policies prioritized science and technology education to achieve national goals of a free, just, prosperous and opportunity-rich society. However, challenges remain in finding qualified science teachers, maintaining relevant curricula, and adequate funding. Recommendations are made to enhance the role of science and technology education in driving national development.
IMPLEMENTING A LANDSCAPE EDUCATIONAL PROJECT AMONG GREEK PUPILS: VALUABLE LES...ijejournal
This paper presents and assesses the implementation of a landscape educational project for schoolchildren in Greece, where landscape awareness is inadequate. Specifically, the project was implemented in a sample of 239 kindergarten, first-grade and sixth-grade primary school children, in different regions of Greece. Children's emotional, behavioural and cognitive relationship with the landscape was first evaluated, through an in-depth questionnaire. Next, children participated in a series of interactive experiential activities, for the purposes of awareness-raising and familiarization with the landscape. Finally, the project's efficiency was evaluated through another questionnaire, building on the initial one. Following the project's implementation, children's landscape conceptualizations and behavioral interrelations with it appear broadened and nuanced with age. However, deeply-rooted cultural views about the landscape seem to persist in the children’s emotional rapport with their landscapes, notwithstanding the fact that such educational projects ought to be adjusted to the their specific spatio-temporal and cultural contexts
Environmental education aims to teach people how natural environments function and how human behavior impacts ecosystems. It is a multidisciplinary field that incorporates subjects like biology, ecology, and geography. The UN defines environmental education as vital for fostering respect for nature and raising environmental awareness to ensure sustainable development. Environmental education occurs through formal schooling but also non-formal means like print materials, websites, and media campaigns. Mass media plays an important role in environmental education by raising awareness of issues and shaping positive public attitudes towards protecting the environment.
This document discusses the relationship between tourism, indigenous peoples, and sustainability. It notes that international organizations have emphasized the need for tourism development to align with sustainable development principles. While tourism can provide opportunities for indigenous communities if well-planned, it also poses threats if not managed properly, such as pressure on fragile environments and challenges to indigenous culture and land rights. The document examines examples of tourism benefiting conservation and indigenous communities when collaboratively managed. It also explores challenges indigenous people face in participating in tourism development and strategies like Pro-Poor Tourism that aim to reduce poverty through tourism.
This document outlines the key concepts of an Agricultural Technology course, including definitions, purposes, scope, and learning outcomes. Agricultural Technology focuses on the technological processes used in agriculture and their interaction with people, soil, plants, and animals. The purpose is to understand how technology sustains life and promotes economic and cultural values. The scope covers applying the technological design process to practical projects involving equipment, structures, irrigation systems, and cost calculations. There are four learning outcomes, including understanding the relationship between agriculture, technology, society and the environment; applying the technological process; demonstrating knowledge of principles; and applying skills responsibly and effectively.
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.
Course note, The course supported by Mevlana Exchange Programme was presented at the Tourism Department of Economy Faculty of Tetova State Unıversity, Macedonia in May 11-15, 2015
Integral university prospectus 2016 17 educationiconnect.com 786200478600007123
We provide university prospectus student can check all prospectus in any slide Integral university prospectus 2016 17 educationiconnect.com 7862004786 Integral university
A presentation to the Sustainability Across the Curriculum Workshop at Saint Mary's University, May 12, 2010
Prepared and Presented by: Dr. Cathy Conrad, Geography, Teaching Scholar 2010-2011
Revisiting Garden-Based Learning in Basic Education
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Investigative Research (Ongoing) on Relationship Between Gender, Intergenerat...ESD UNU-IAS
1) The document discusses ongoing investigative research on the relationship between gender, intergenerational groups, and traditional ecological knowledge in tribal regions of India.
2) It provides background information on education for sustainable development and how studying traditional ecological knowledge can help achieve UN sustainability goals.
3) The research involves focus groups, interviews, and knowledge collection from tribal communities in Odisha to understand the transmission of traditional knowledge across generations and gender and its impacts on natural resource management.
This chapter introduces the complex challenges of pursuing sustainability in the Mekong region. The region is experiencing rapid economic growth but also faces many social, environmental, and economic challenges. Climate change and regional integration are increasing interdependence across countries. While economic growth has improved livelihoods, pressures on natural resources and ecosystems are rising. Integrating social, economic, and environmental objectives to achieve long-term sustainability has proven difficult. This book examines these issues through case studies and policy analyses from the region.
Perceptions of university staff toward on preservation and global accessibili...IAEME Publication
This document summarizes a research study that examined the perceptions of staff at the University of Nigeria, Nsukka regarding the preservation and global accessibility of Nigerian cultural heritage. The study found that Nigerian cultural materials like songs, music, dance, written languages, and aspects of religion should be globally accessible. Access could be provided through the internet, cultural websites, and networks. However, challenges include a lack of documentation of cultural heritage and an absence of courses in cultural preservation. Improving global access requires strong political will, internet infrastructure, and IT support. The study aims to help librarians understand Nigerian cultural heritage that should be preserved and made globally available.
This document is a thesis that assesses the loss of forest resources and the adaptive strategies of fringe communities in the southern part of Ashanti Mampong District, Ghana. It uses remote sensing and GIS techniques to classify land cover in 2002 and 2007 and detect changes. Socio-economic surveys were also conducted through questionnaires and focus groups with 182 households across 4 communities. The results show a loss of 19.84% of tree cover between 2002-2007 and extinction of certain forest resources. This affected soil fertility, yields, and forced communities to rely more on markets or change occupations. Communities adopted strategies like farming further away or buying substitutes, but these were not sustainable long term. The thesis concludes more sustainable strategies are needed
This document provides a summary and reflection on the 10th PECERA International Conference, which had the theme of "Towards Unity amidst Diversity in Early Childhood Education". It discusses how the conference conceptualized unity and diversity through its keynote addresses, plenary sessions, and panel discussions. It also examines the diversity of participants, topics, and research methodologies presented in individual papers and posters at the conference. The document analyzes how the conference demonstrated diversity across different levels, from the child to broader social and cultural contexts, while still working towards the shared goal of providing quality early childhood education.
Hamad bin Abdulaziz Al-Kawari, a Qatari diplomat, is running for the position of UNESCO Director-General. In his manifesto, he outlines his vision to give UNESCO a "new momentum" with a focus on education, science, heritage, communication, and governance. He emphasizes increasing access to education for all, protecting cultural heritage sites around the world, and making UNESCO a place for civilizational dialogue. He believes his experience in both Arab and Western universities and as an ambassador to several countries positions him well to lead the organization.
unesco uni presentationddd................e6polynays22
UNESCO is a specialized agency of the United Nations that seeks to build peace through international cooperation in education, science, and culture. Its objectives include attaining quality education for all, mobilizing science for sustainable development, fostering cultural diversity, and building inclusive knowledge societies. UNESCO focuses on areas like education, which transforms lives; protecting cultural and natural heritage; using science for sustainability; social and human sciences; and communication and information to promote freedom of expression.
2015. What education do we need for the 21st century? What is the purpose of education
in the current context of societal transformation? How should learning be organized?
These questions inspired the ideas presented in this publication.
In the spirit of two landmark UNESCO publications, Learning to Be: The world of
education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure
within (1996), the ‘Delors Report,’ I am convinced we need to think big again today
about education
This report summarizes findings from 5 regional studies commissioned by UNESCO on using ICTs to provide access to information and knowledge for persons with disabilities. Key findings include:
1) The UN Convention on the Rights of Persons with Disabilities has increased visibility of disability rights and led many governments to mainstream disability needs, though progress is uneven.
2) Significant challenges remain regarding societal attitudes, educator training, employment opportunities, and lack of infrastructure and accessible content.
3) Innovative local solutions are emerging where government progress is slow, showing public-private partnerships can promote inclusive education through ICTs.
4) The report details innovative ICT adaptations identified in regional studies and concludes
Responsibility of universities. Future of university social (sustainable) re...Victor Van Rij
Keynote speech for the International Conference for the Management of Educational Quality within the University Social Responsibility. 21st of September 2016, Merida, Mexico
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Unesco Dg Candidate Prof Sm Muhongo Tanzania A Vision For Unesco 27 July 2009 Document Ii
1. A VISION
FOR UNESCO OF
THE 21ST CENTURTY
Pro f Sos p et er M M u h o n g o
U NE S C O DG C an di d at e
UNITED REPUBLIC OF TANZANIA
Visionary Leadership – Excellent Management Skills – Transparency – Innovation – Efficiency - High Impact Delivery
Prof Sospeter Muhongo, 55, Tanzania, is the only candidate for the position of UNESCO DG
capable of invigorating the UNESCO agenda of "science for the socio-economic benefit of the
global society", and who is mindful of the political diversity of its membership
Preamble of UNESCO
The Preamble to the Constitution of UNESCO declares that “since wars begin in the minds of men, it is in the
minds of men that the defences of peace must be constructed.” In order that a unanimous, lasting and genuine
peace may be secured, the Preamble declares that the States party to the Constitution believed “in full and
equal opportunities for education for all, in the unrestricted pursuit of objective truth and in the free exchange
of ideas and knowledge.”
UNESCO's purpose as a member of the UN family of organizations is "to contribute to peace and security by
promoting collaboration among the nations through education, science and culture in order to further universal
respect for justice, for the rule of law and for the human rights and fundamental freedoms which are affirmed for the
peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations."
Objectives of UNESCO in the 21 century
UNESCO was founded in 1945 and it is duty-bound to fulfill its mandate to the satisfaction of its membership.
The ultimate goal of the UNESCO’s mandate is geared towards attaining sustainable socio-economic benefit for
the global society in a safe, secure and peaceful living environment. Consequently, the following objectives are
of paramount importance for the UNESCO of the 21st Century:
Quality Education at all levels (tackling illiteracy and gender inequality)
Quality Science Education and Research at all levels (science and society)
Quality Science for Advancement of Technology and catalyst of Innovation (science for economic
prosperity)
The Science of Climate Change and Adaptation
Culture for Sustainable Development
Information and Communication for Sustainable International Cooperation
Education, Science, Culture, Information and Communication for promotion and sustenance of world
peace and security
Quality Education for All
One of the most important deliverables of UNESCO to its membership is the generation of ideas and knowledge for
socio-economic development. However, quality of education is on the decline at all levels (i.e. primary, secondary,
tertiary and public education) in many nations around the world. Illiteracy and gender inequality in education are
still thriving in the developing world. The number of well-trained and competent teachers and tertiary instructors
(e.g. university lecturers) are on the decline. There remains a marginalized gender (i.e. female) in education and
science. Availability of adequate and functioning educational and scientific infrastructure remains a challenge to
many nations around the world. The digital divide between nations is still in existence.
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2. UNESCO has a key role to play in reversing these negative trends and for meeting the expectations of its
membership. It has to coordinate efforts leading to availability of e-learning and training facilities, establishment
of digital libraries for open source access. It has to promote and facilitate the availability of educational curricula
that emphasize science and technology education; enhancing curiosity, creativity and problem-solving learning.
In other words, UNESCO has to facilitate the improvement of quality of teaching and of learning, and of
coherence of national education systems and national R&D policies. Educational exchange programmes within
UNESCO’s membership must be strengthened.
Physical education in schools and colleges is neglected in many nations. However, it is well recognized that
physical education promotes friendship and competitive attitudes at all ages. Civics and religious classes should
be incorporated in educational curricula for the purpose of promoting good citizenship, peace, safety and
security of all nations.
UNESCO has to work on the linkage between education, science, technology and society. Areas of focus should
include: enhancement of scientific literacy for all, mainstreaming female and youth into the Organization’s
activities, sustainability of new technologies and concomitant innovations, socio-economic development
perspectives, improved policy responsiveness and ethics in science and technology.
The expected deliverables in UNESCO’s Decade of Education for Sustainable Development (2005-2015) have to
be evaluated on a yearly basis across its membership. Quality higher education has to be closely linked to R&D
and innovation systems for the benefit of all.
It is recognized today that quality education and quality science and technology underpin all eight UN Millennium
Development Goals (MDGs). Consequently, UNESCO has a key role to play in their realization.
Science in Service of Society
The societal problems and challenges of today require the application of science and technology more than ever
before. Science provides the critical underpinning for innovation and technological development. It provides
necessary, although not sufficient, input to ensure sustainable socio-economic development of all communities
around the world. However, the quality of scientific research is on the decline in many nations. The number of
skilled and qualified innovative scientists, engineers, technologists and science policy-makers of many nations is
also on the decline. It is estimated that Africa has less than one scientist/engineer per 10,000 of her inhabitants
whereas Asia and Europe have 2-5 per 10,000 inhabitants. In 2008, Africa accounted for 1.4% of articles
published in learned journals. This implies that much of Africa’s economy is not knowledge-driven. This is an
S&T reality characterizing most of the poor countries of the world.
UNESCO has to fulfill its mandate by promoting and facilitating the production of critical masses of skilled and
knowledgeable human resource for its member states, and inspire new generations of scientists, engineers and
technologists. It has to assist some of its member states to work on modern and appropriate educational and
training curricula and give evidence-based advice on the sustenance of flourishing national innovation systems.
It is estimated that the world’s population was 14 million in 3000 BC, 100 million in 500 BC and it will be
approximately 10 billion in 2050. The sustainable livelihood of the current and the future world’s population will
rely heavily on science, technology and innovation (STI) and hence the following fields of science will be of
greatest importance to humanity in the next 50-100 years:
The Science of Climate Change and Adaptation
Agricultural Technologies and Industries (e.g. Seed Research and Development)
Life and Health Sciences
Earth System Science (e.g. environment, resources - water and minerals)
Energy Resources (e.g. renewable energies and coal)
Space Sciences and Technologies
Nano-sciences and technologies, and biotechnologies belong to the modern S&T tools to support research in
these leading fields, e.g. research activities on food and nutrition, healthcare and energy resources. If used for
peaceful purposes, these science fields will guarantee the world’s population the availability of alternative
sources of sustainable and affordable energy, food and nutrition security, clean and safe drinking water,
2
3. sustainable healthcare and well-being, better mitigation of hazards and disasters, and sound protection of the
environment, ecosystems and biodiversity.
Crucially, too, UNESCO should greatly enhance the role and relevance of the social sciences, especially in areas
such as “quality of life”, “sustainability”, “mitigation and adaptation”, as these are strongly related to the areas
detailed above. Rural decline, immigration and rapid urbanization are major areas of concern, particularly in the
developing world and should, therefore, enjoy equal status of attention within UNESCO.
Some of the fields mentioned above do not constitute the mandate of UNESCO directly hence, collaboration with
other UN-agencies, member states, the private sector, NGOs and cognate professional bodies is obligatory.
By engaging itself in the society-relevant science agenda, UNESCO will act as a catalyst for an accelerated
shared economic growth leading to poverty reduction in the world. It will be one of the international bodies
fighting financial meltdowns through sound STI that supports the prosperity of robust and predictable
economies. UNESCO also has to promote the sustainable utilization of earth resources for all generations.
Excellence in STI should be closely linked to the policy-and decision-making processes. Science provides a vital
base for rational and prudent policy formulation (pro-people oriented policies) and informed decision making.
This is one of the most important salient features of socio-economic prosperity for any nation. Consequently,
UNESCO is duty-bound to promote this developmental paradigm by supporting its member states to put STI in
service of their respective citizenry, including the utilization of STI for good governance and democracy. Here,
too, the involvement of the social sciences is of paramount importance.
Since education, science, culture and ICT cut across all sectors of the entire UN family; UNESCO has to play a
servicing, supporting and/or complementary role to other UN bodies in the fulfillment of their respective
mandates.
The Science of Climate Change and Adaptation
Since the pre-Industrial Era (~ 1750), green house gases (GHS) accumulations due to human activities have
increased tremendously, e.g. CO2 by 30%, CH4 by over 100%, N2O by 15%; and these concentrations are
higher now than at any time during the last 420,000 years. It is estimated that 20-30% of plant and animal
species have an increased risk of extinction with projected global average temperature rise exceeding 1.5 –
2.5°C. Hence, climate change is a translational issue and is of great concern to all nations.
UNESCO, being the custodian of science within the UN family, has a fundamental role to play in issues
pertaining to global environmental change, including climate change and adaptation. Protection of carbon sinks,
such as natural ecosystems that absorb a substantial amount of the carbon produced daily is essential. UNESCO
has to partner with national, regional, international professional scientific bodies and inter-governmental bodies
(e.g. UNEP, WMO, UNCCD and IPCC) in promoting and facilitating quality research activities in this domain, i.e.
climate change and its consequences.
The consequences of global warming call for scientific investigations through international cooperation in the
following topics: changes in ambient temperature, rainfall patterns (and its impact on floods and droughts), air,
water and soil pollution, water resources and sanitation, ocean basins and coastlines (e.g. sea-level changes and
ocean acidification), land degradation, biodiversity loss, health problems (e.g. infectious diseases), resilience for
renewable energies and for food systems.
UNESCO has to promote and facilitate collaborative multi-disciplinary research programmes on the above
subjects. It has also to disseminate quality knowledge, quality data and skills to its membership for mitigating
and adapting to the consequences of climate change. Capacity building in the developing world in this domain is
a necessary initiative. UNESCO has to be involved in establishing and maintaining well-functioning Earth
Observation Systems, especially in the developing world.
Sustainable Energy Resources for All
The world is endowed with enormous energy resources. The classical or primary sources of energy are: oil,
natural gas, coal, nuclear and hydro-power. Despite this enormous potential of energy resources, almost all
countries around the world have repeatedly experienced the volatility of fuel prices. The situation is worse in the
developing world, especially in sub-Saharan Africa where over 75% of its population has no access to electricity
and hence, has resorted to utilization of biomass (fuel wood and charcoal). This has led to immense
deforestation and land degradation.
3
4. The world’s reserves of fossil fuel are on the decline. Hence, UNESCO should focus on renewable energies for
the benefit of its membership. For instance, it is estimated that 1 km2 of desert receives annual solar energy
equivalent to 1.5 million barrels of crude oil. Renewable energies include: solar, wind, geothermal, bio-energies,
rotting garbage (producing biogas), ocean waves and tides, hydrocarbons on the sea-bed and hydrogen.
UNESCO has to focus on those which are less capital intensive.
There is a strong linkage between climate change (i.e. global warming) and gases emitted from various
industrial, transport, agricultural and other anthropogenic activities. Hence, UNESCO must strengthen research
on development and utilization of energy resources to support the climate change agenda of the international
community.
UNESCO, using its core competencies and in collaboration with cognate partners, has to work on the science
and the technology for sustainable utilization of all types of energy resources, including coal resources (i.e.
multiple sources of energy). It has also to promote and facilitate efforts leading to an increase of the world’s
population with access to electricity in a sustainable manner.
Through its membership and cognate professional scientific bodies, UNESCO has to promote and facilitate the
availability of knowledge and data that stimulate the growth of low carbon industries and green manufacturing
(i.e. efficient energy utilization) that ensure quality jobs and businesses.
Culture for Sustainable Development
Cultural diversity is often the hallmark of all nations. In principle, there is no culture that promotes hatred,
discrimination, intolerance and killings. Hence, the cultural activities of UNESCO have to aim at promoting peace
and security for sustainable development of all peoples and for all nations. It has to engage in activities promoting
and strengthening the relationship between science/education and culture for development. Universality of
education and science can be of help in the harmonization of the world’s cultural and religious heterogeneities.
Traditional “flagship projects” of UNESCO – World Heritage and Biosphere Reserves (living laboratories) have to be
continuously maintained and well-managed for educational, scientific and economic benefits, and for
environmental protection. UNESCO has to venture into heritage science and a new type of heritage, e.g. scientific
objects (such as geo-parks) of importance to education, science, technology and global environmental change.
Peace and Security of All Nations
The Preamble of the Constitution of UNESCO is clear and sound to the whole of its membership. It is today
estimated that 1 billion people around the world go to bed hungry each night. There is increasing insecurity of life
and property, while violence related to food scarcity and religious intolerance has become more frequent in recent
decades. Other main causes of conflict include poverty and the inequitable distribution of resources, competition
for limited resources, denial of basic human rights, break-down in communication and the “culture of war.”
The ingredients for maintenance of peace and safety of any nation include economic prosperity and socio-
economic advancement, inter-cultural dialogue and good channels of communication, the existence of the
“culture of peace” (as opposed to the “culture of war”) and assurance to all of the enjoyment of national wealth
and exercise of basic human rights.
Using its core competencies, and in collaboration with its partners, UNESCO should utilize STI to facilitate the
promotion of responsible use of S&T, good governance, democracy and a culture of peace in the world. STI is a
catalyst for sustainable socio-economic development (a major activity in peace-building), a facilitator of inter-
cultural dialogue and communication, and for peace education.
Education, science, culture, information and communication have to promote and sustain peace and security
throughout the world. This will be achieved if UNESCO pays much more attention to the promotion of
intellectual cooperation and involvement in its activities of the widest possible constituency in its membership.
UNESCO should also complement the work on responsible use of science and technology (i.e. dual-use S&T)
through international outreach and collaborative programmes.
UNESCO of the 21st Century should possess a high level of political awareness that will permit it to act
diplomatically and promote science diplomacy for peaceful relations around the world. Science diplomacy is a
modern tool that uses scientific partnerships among nations to address the common challenges and problems
facing humanity.
4
5. Information and Communication: publications and conferences
Effective and timely communication using all possible modern media is a major requirement for UNESCO.
Coherent communication on an informed level with UNESCO’s General Conference, Executive Board, high-level
representatives of member states, UNESCO’s National Commissions, other UN-agencies and cognate partners is
obligatory.
High quality and attractive publications and reports of the activities of UNESCO should be readily available and
produced on time. Newsletters and the Organization’s web pages should be user-friendly. All UNESCO’s
publications should aim at increasing its visibility; and provision of knowledge, data and skills to its membership.
UNESCO should convene meetings of tangible benefits to its member states, and avoid being seen as an
Organization that spends much of its financial and human resources on unnecessary meetings lacking any
visibility and measurable benefits. Outreach initiatives should aim at attracting and buying-in the general public,
the private sector, NGOs and member states into the activities of UNESCO.
UNESCO’s Dakar Deceleration on Media and Good Governance should be translated into the establishment of
learned information communities amongst its membership.
Mobility of Experts around the World
One of the salient features of globalization is the free movement, across territorial borders, of knowledge and
skills, and of human and financial capital for socio-economic prosperity. Consequently, UNESCO has to promote
and facilitate the mobility of quality experts and joint utilization of educational and research facilities within its
membership. Diaspora programmes of the developing nations have to be supported by UNESCO. Such an
undertaking also calls for international collaboration.
Global Partnerships for Global Challenges
UNESCO has to assist its membership to develop and maintain R&D programmes, some of which should have a
greater coherence and convergence with those of the international development agencies. It has to promote
and facilitate North-South, South-South and North-North cooperation for resolving problems of transnational
dimensions (e.g. climate change, peace and security). Facilitation of public-private, national-regional-
international collaborations is an important task for UNESCO. Consequently, it has to promote and facilitate the
growth and maturity of global partnerships for sustainable socio-economic benefits of all nations.
UNESCO has to continuously promote and facilitate the generation of ideas and knowledge for socio-economic
benefits of the global society, and this may be attained through the promotion of international collaborations in
its activities. Global alliances, networks and consortia of implementers are essential.
Governance: leadership and management of the Organization
UNESCO could realize the above objectives and their concomitant challenges by having the following in place:
Well-focused, prioritized and delivery-oriented strategic plans and annual business plans with
measurable parameters of achievements of the described objectives and milestones
Efficient, innovative, productive and cost-effective utilization of human and financial resources
Availability of performance indicators for all activities
Efficient and well-coordinated inter-sectoral initiatives (intersectoriality, cross-cutting platforms)
within UNESCO through inter-and multi-disciplinary approaches
UNESCO to always remain mindful that it is not a funding agency
Partnership with member states, UN agencies, the private sector, NGOs and other appropriate
development agencies for successful implementation of UNESCO’s activities and those of its
membership and partners.
Good leadership is characterized by consultancy, listening and learning. UNESCO requires a visionary leadership
that listens to and consults its member states and other stakeholders. Leadership and management of
UNESCO’s programmes and projects should be in the hands of well-trained, competent, efficient and delivery-
oriented staff. Excellent management skills are obligatory. The staff of UNESCO should be aware of the broad
strategic objectives of its membership and of relevant cognate organizations and professional societies.
5
6. UNESCO has to create a conducive working environment for its staff to discharge their duties with greater
motivation, confidence, efficiency, accuracy and accountability.
Decentralization, regionalization and clustering of programmes and projects as well as of human and financial
resources have to be sustainably intensified and should be guided by clear intentions and by efficient-and quality
delivery-oriented operation.
Performance indicators and measurable deliverables have to be important ingredients of all UNESCO’s activities.
UNESCO has to work very closely with its member states especially the National Commissions (including
grassroot civil society), for sound and beneficial utilization of human and financial resources, and of educational,
scientific, cultural and communication infrastructure.
Financial Resources of the Organization
Besides its annual budgets, the leadership of UNESCO has to increase budgets for the implementation of its
projects and programmes through fundraising campaigns. This may be done through creation of partnerships
with the private sector, joint projects and programmes with member states, other UN agencies, NGOs and other
development partners. It has to attract bi-and multi-lateral programmes and projects dealing with educational,
scientific, cultural, humanitarian and communication issues. Hence, fundraising campaigns aiming at increasing
extra-budgetary resources shall be a priority of the new UNESCO leadership. However, UNESCO’s mandate and
principles should not be compromised in this endeavour.
All financial resources available in its annual budgets should be wisely used and in a cost-effective manner.
Priority has to be given to the approved and high-impact activities of its member states. UNESCO has always to
remain mindful that it is not a funding agency and hence it can not do everything everywhere and at all times.
The management of financial resources shall be in full compliance with the Organization’s financial policies and
regulations, and shall be strongly supported by a rigorous and a comprehensive external auditing exercise at the
end of each financial year. Transparent auditable trails have to be available to all financial contributors to assess
progress, quality of delivery and probity in resource allocations and utilization. UNESCO of the 21st Century has
to establish durable cooperation with both the private and public sectors in fulfilling its mandate and in the
realization of the changing needs of its membership.
External Review of the Organization
UNESCO programmes and activities at the Head Office in Paris, and at its Regional and Cluster Offices shall
undergo international external reviews every five years.
The impact of sometimes poorly resourced UNESCO national, regional and/or cluster offices shall be evaluated
for the benefit of its member states.
Leadership Qualities of UNESCO DG
The realization of the above vision for UNESCO of the 21st Century requires leadership which is visionary and
dynamic. Excellent management skills, transparency, innovation, efficiency, quality productivity and high-impact
delivery are obligatory. High integrity, impeccable morals, respect and diplomacy are a must. The UNESCO DG
should be an excellent communicator and public speaker.
The candidate from Tanzania, Prof Sospeter Muhongo, possesses all of these leadership qualities.
Prof Sospeter M. Muhongo (Dr. rer.nat.)
FAAS, FGSAf, FGIGE, FTWAS, FCAGS, MASSAf, FGS, CGeol, EurGeol.
Email: s.muhongo@icsu-africa.org 27 July 2009
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