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Les réponses du secteur de l'éducation au changement climatique: document d'information avec des exemples internationaux Year of publication: 2012 Corporate author: UNESCO Bangkok Grâce à un examen des articles universitaires et des documents de projet, cet article explore la relation entre le secteur de l'éducation et le changement climatique. Il introduit comment l'éducation est à la fois touchée par et a un impact sur ce phénomène, et propose diverses réponses du secteur. Différents cadres théoriques pour où et comment le changement climatique l'éducation inscrit dans le secteur de l'éducation sont en béton avec des études de cas à travers le monde. Une introduction essentielle au changement climatique et de l'éducation, ce document rassemble la théorie, la politique et la pratique. Une lecture utile pour ceux qui travaillent soit dans le secteur de l'éducation ou sur le changement climatique. Outcome document on education and biodiversity conservation, adopted at the parallel event: international conference on biodiversity conservation and education for sustainable development: learning to conserve biodiversity in a rapidly changing world Year of publication: 2012 Corporate author: Centre for Environment Education The Outcome Document from the two day International Conference on Biodiversity Conservation and ESD, attended by over 250 participants including educators and held as a parallel event inside COP 11, outlines a way forward by providing recommendations towards a strategic plan of action for ESD in the context of biodiversity conservation. Education sector technical notes: climate change education Year of publication: 2013 Corporate author: UNESCO Climate change is a major challenge to sustainable development. The ten hottest years on record have occurred since 1998. Sea-levels are rising. Rainfall patterns are changing, causing droughts and floods. Extreme weather events such as storms, cyclones and heat waves are becoming more frequent and intense. Climate change poses a number of interconnected challenges, including water security, rising pressures on food production and health and disaster risks. ◗ Climate change disproportionately affects developing countries and vulnerable people within those countries, thereby seriously threatening progress towards the Millennium Development Goals (MDGs) and Education for All (EFA). It is already having a reverse impact on enrolment rates, the delivery of quality education and safe learning environments. ◗ Education has a key role to play in concerted local and global climate change mitigation and adaptation efforts. ◗ UNESCO promotes climate change education within the overall context of Education for Sustainable Development (ESD). ◗ UNESCO supports Member States in building the capacity of policy makers and educators to enhance the education sector response to climate change. ◗ Closer alignment of Climate Change Education with Disaster Risk Reduction (DRR) education contributes to safeguarding development gains and building resilience in countries vulnerable to the negative impacts of climate change. Educación sobre el Cambio Climático para el Desarrollo Sostenible: Iniciativa de la UNESCO sobre el Cambio Climático Year of publication: 2010 Corporate author: UNESCO The UNESCO Climate Change Initiative was launched by Director-General Irina Bokova in Copenhagen during the 15th Conference of the Parties to the UN Framework Convention on Climate Change (UNFCCC COP15). It seeks to reinforce the scientific, mitigation and adaptation capacities of countries and communities that are most vulnerable to the effects of climate change. It focuses on a select number of strategic issues in line with The UN System Delivering as One on Climate Change action plan and The UNESCO Strategy for Action on Climate Change. The Initiative is based on four thematic areas: scientific, educational, environmental and ethical. Key objectives will be achieved through intersectoral and interdisciplinary cooperation, coordinated field activities, and networking. Special attention is given to UNESCO’s two global priorities, Africa and gender equality, as well as to the increased vulnerability of Small Island Developing States (SIDS). The UN System “Delivering as One” on Climate Change During the 13th session of the Conference of Parties to the UNFCCC in Bali, Indonesia, UN Secretary General Ban Ki-Moon presented an unprecedented coordination effort to bring together all the diverse perspectives, expertise and strengths of the UN system so as to deliver as one in the critical area of climate change. The initiative brings together expertise and ongoing work in diverse areas ranging from science and technology to agriculture, transport, forestry and disaster risk reduction, to address both mitigation and adaptation. It brings together the normative, standard setting and knowledge sharing capacities of the system with its operational reach in order to support the most vulnerable. The overall objective is to maximize existing synergies, eliminate duplication and overlap, and optimize the impact of the collective effort of the UN system. To ensure better coordination, convening responsibilities were assigned to UN system entities with a large volume of activities in the five focus areas and four cross-cutting areas. Focus areas ㆍAdaptation – High-Level Committee on Programmes collectively ㆍ Technology transfer – UNIDO, UN-DESA ㆍReduction of emissions from deforestation and degradation (REDD) – UNDP, FAO, UNEP ㆍ Financing mitigation and adaptation action – UNDP, World Bank Group ㆍCapacity building – UNDP, UNEP Cross-cutting areas ㆍClimate knowledge: science, assessment, monitoring and early warning – WMO, UNESCO ㆍSupporting global, regional and national action – UN-DESA, UN Regional Commissions, UNDP ㆍClimate-neutral UN – UNEP ㆍPublic awareness – UNCG, UNEP. L'Education au Changement Climatique en vue du Développement Durable: l'Initiative de l'UNESCO pour Faire Face au Changement Climatique Year of publication: 2010 Corporate author: UNESCO The UNESCO Climate Change Initiative was launched by Director-General Irina Bokova in Copenhagen during the 15th Conference of the Parties to the UN Framework Convention on Climate Change (UNFCCC COP15). It seeks to reinforce the scientific, mitigation and adaptation capacities of countries and communities that are most vulnerable to the effects of climate change. It focuses on a select number of strategic issues in line with The UN System Delivering as One on Climate Change action plan and The UNESCO Strategy for Action on Climate Change. The Initiative is based on four thematic areas: scientific, educational, environmental and ethical. Key objectives will be achieved through intersectoral and interdisciplinary cooperation, coordinated field activities, and networking. Special attention is given to UNESCO’s two global priorities, Africa and gender equality, as well as to the increased vulnerability of Small Island Developing States (SIDS). The UN System “Delivering as One” on Climate Change During the 13th session of the Conference of Parties to the UNFCCC in Bali, Indonesia, UN Secretary General Ban Ki-Moon presented an unprecedented coordination effort to bring together all the diverse perspectives, expertise and strengths of the UN system so as to deliver as one in the critical area of climate change. The initiative brings together expertise and ongoing work in diverse areas ranging from science and technology to agriculture, transport, forestry and disaster risk reduction, to address both mitigation and adaptation. It brings together the normative, standard setting and knowledge sharing capacities of the system with its operational reach in order to support the most vulnerable. The overall objective is to maximize existing synergies, eliminate duplication and overlap, and optimize the impact of the collective effort of the UN system. To ensure better coordination, convening responsibilities were assigned to UN system entities with a large volume of activities in the five focus areas and four cross-cutting areas. Focus areas ㆍAdaptation – High-Level Committee on Programmes collectively ㆍ Technology transfer – UNIDO, UN-DESA ㆍReduction of emissions from deforestation and degradation (REDD) – UNDP, FAO, UNEP ㆍ Financing mitigation and adaptation action – UNDP, World Bank Group ㆍCapacity building – UNDP, UNEP Cross-cutting areas ㆍClimate knowledge: science, assessment, monitoring and early warning – WMO, UNESCO ㆍSupporting global, regional and national action – UN-DESA, UN Regional Commissions, UNDP ㆍClimate-neutral UN – UNEP ㆍPublic awareness – UNCG, UNEP. Notes techniques du secteur de l'éducation: education au changement climatique Year of publication: 2013 Corporate author: UNESCO Climate change is a major challenge to sustainable development. The ten hottest years on record have occurred since 1998. Sea-levels are rising. Rainfall patterns are changing, causing droughts and floods. Extreme weather events such as storms, cyclones and heat waves are becoming more frequent and intense. Climate change poses a number of interconnected challenges, including water security, rising pressures on food production and health and disaster risks. ◗ Climate change disproportionately affects developing countries and vulnerable people within those countries, thereby seriously threatening progress towards the Millennium Development Goals (MDGs) and Education for All (EFA). It is already having a reverse impact on enrolment rates, the delivery of quality education and safe learning environments. ◗ Education has a key role to play in concerted local and global climate change mitigation and adaptation efforts. ◗ UNESCO promotes climate change education within the overall context of Education for Sustainable Development (ESD). ◗ UNESCO supports Member States in building the capacity of policy makers and educators to enhance the education sector response to climate change. ◗ Closer alignment of Climate Change Education with Disaster Risk Reduction (DRR) education contributes to safeguarding development gains and building resilience in countries vulnerable to the negative impacts of climate change. 
ESD Zoom Newsletters: COP22 Climate Action Year of publication: 2016 Corporate author: UNESCO ESD Zoom Newsletter COP22: Climate Action- COP22 advocates central role for education in international response to climate change- Education is key for green future says UNESCO Director-General at COP22- UNESCO launches two new publications International Events- First UNESCO Symposium on the Future of ESD held in Japanese town- ESD Prize 2016 awarded by UNESCO's Director-General in Paris- "Future of Education and Skills" meeting discusses conceptual learning framework and competencies On the Ground- In Ecuador, UNESCO launches Spanish version of "Tanah", a free game app to respond to earthquakes and tsunamis- Local communities in Tanzania learn to mitigate climate change- Promoting ESD through Community Learning Centres in Viet Nam GAP Key Partners- New app to discover the SDGs and share sustainable actions- OMEP launches Resource Bank on Early Childhood Education and ESD- Beijing International Forum on ESD gathers more than 300 experts- ESD guidelines for schools developed by Japan now availiable in English- Listen to Hilary Ewang Ngide speak about the commitment to the GAP of his organization CCREAD-Cameroon, following the winning of the UNESCO-Japan Prize on ESD- "Empowering the teacher of tomorrow" at LTN Conference in Tallinn Address by Mr Koïchiro Matsuura, Director-General of UNESCO, on the occasion of the International Forum on ESD dialogue 2008: to be delivered by Mr Mark Richmond, Director of Division for the Coordination of United Nations Priorities in Education Year of publication: 2008 Corporate author: UNESCO. Director-General, 1999-2009 (Matsuura, K.) This address by Mr Koïchiro Matsuura, Director-General of UNESCO, on the occasion of the International Forum on ESD Dialogue 2008 was delivered by Mr Mark Richmond, Director of Division for the Coordination of United Nations Priorities in Education. Discours de M. Koïchiro Matsuura, Directeur général de l'UNESCO, à l'occasion du Forum international sur le dialogue EDD 2008: être prononcée par M. Mark Richmond, Directeur de la Division de la coordination des priorités des Nations Unies Year of publication: 2008 Author: Koïchiro Matsuura Corporate author: UNESCO. Director-General, 1999-2009 (Matsuura, K.) Cette adresse de M. Koïchiro Matsuura, Directeur général de l'UNESCO, à l'occasion du Forum international sur l'EDD Dialogue 2008 a été remis par M. Mark Richmond, Directeur de la Division de la coordination des priorités des Nations Unies dans l'éducation. Connaissances pratiques: symbiose des programmes relatifs à l'enseignement des sciences, à l'éducation concernant l'environnement et à l'enseignement technique et professionnel Year of publication: 2006 Author: Saif R. Samady Corporate author: UNESCO UNESCO’s work in science teaching began shortly after the Organization was established. After the Second World War, many schools in Europe were in great need of science equipment. To meet this need, the Organization sponsored the publication of a small volume entitled Suggestions for Science Teachers in Devastated Countries. The book was further developed to include a wide range of guidelines for simple equipment and science experiments and published in 1956 as the UNESCO Source Book for Science Teaching. Over the years, the Source Book was revised several times and translated into more than twenty-five languages. During five decades, the Organization promoted worldwide exchange of information and innovations in science education and assisted many Member States, especially the developing countries, in setting up science teacher training programmes, curriculum development centres, and projects for design and development of science equipment.