Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
103 Results found
Learning to live with risk: disaster risk reduction to encourage education for sustainable development: concept note Year of publication: 2009 Author: Ria Hidajat Corporate author: International Strategy for Disaster Reduction | German Committee for Disaster Reduction In this paper the German Committee for Disaster Reduction and the UN ISDR Thematic Platform on Knowledge and Education introduced their reflection on linking Education for Sustainable Development and Disaster Risk Management. It is aimed in particular at the participants of the World Conference of Education for Sustainable Development and other stakeholders engaged in promoting Education, Sustainable Development and Disaster Risk Reduction at all levels. The paper elucidates how Disaster Risk Reduction supports Education for Sustainable Development or even shows that Disaster Risk Reduction is imperative for Sustainable Development. Disaster Risk Reduction is about preventing disasters caused by natural events, such as earthquakes, floods, landslides, storms or volcanic eruptions. Hazards are part of nature but can turn into disasters as a result of human interactions. Disasters are among the biggest obstacles to achieving the UN’s Millennium Development Goals for poverty reduction. Citizenship education: does it have a place in the curriculum? Year of publication: 2005 Author: Carol Mutch Corporate author: NZCER Press The call for citizenship education as a compulsory part of the curriculum has met with a varied response worldwide. While everyone would espouse the ideals of ensuring our young people grow up to be active and fair-minded citizens, why does citizenship education not figure more prominently in our curriculum?This article discusses the past, present, and possible future of citizenship education in the New Zealand curriculum. 
Textbooks pave the way to sustainable development (Policy paper 28) Year of publication: 2016 Corporate author: UNESCO This paper’s focus on textbooks is directly related to the global indicator established for Target 4.7, which seeks to measure the extent to which global citizenship education and education for sustainable development, including gender equality and human rights, are mainstreamed in national education policies, curricula, teacher education and student assessments. Textbooks are related mostly to policy implementation and curricular intentions but also to teacher preparation and student assessment. 
Teacher Training for Multicultural Education in Favour of Democracy and Sustainable Development: the Territorial Approach Year of publication: 1995 Author: Raúl Galiardi | Paula Bernadini Mosconi Corporate author: UNESCO This publication is part of the book Teacher Training and Multiculturalism: National Studies. This book presents the outcomes concerning the initial training systems of teachers in eight countries at different levels of development in different regions of the world but who are faced with a common challenge to educate for cultural diversity. Both the conclusions of each particular study and the general outcomes demonstrate the complexity of the problems and the benefits of comparative analysis. Overcoming prejudices and stereotypes is not an easy task nor likely to be achieved in the short term. Mentalities change far more slowly than knowledge and, because of this, educational strategies need to be applied in the long term. This study also shows that it is necessary to improve the exchange of experiences as well as contacts between people and institutions who are confronted with the same problems in different contexts. The publication of the initial outcomes of this project is intended to enrich the quality of discussions between specialists and institutions who, in different parts of the world, are concerned by multicultural education as an instrument to promote understanding, respect and dialogue between cultures. 
Climate change in the classroom: UNESCO course for secondary teachers on climate change education for sustainable development Year of publication: 2013 Author: David Selby | Fumiyo Kagawa Corporate author: UNESCO This course has been created with the goal of bringing climate change education outside the science classroom into the many other subject areas upon which climate change now has an impact, or will impact in the future, such as ethics, social studies, economics, political science, among others. The course materials are organized into four parts: 1. Course Framework and Overview, 2. Teachers’ Education Course daily materials, 3. Regional Resource Packs, 4. Daily Classroom Materials for teachers. These materials are all described in more detail and can be accessed from the Start Menu found on the following pages. This course is designed to enable teachers at the secondary level from diverse subject areas to introduce climate change education for sustainable development (CCESD) across the curriculum. UNESCO has identified the professional development of teachers in education for sustainable development as the top priority in recognition of the transformative role that teachers and teacher educators need to play in re-orienting education to help realize a sustainable future (UNESCO, 2005, p. 19). But good intentions for the professional development of teachers have fallen short in practice. Although taken up by enthusiasts, teacher education for sustainable development has rarely been mainstreamed, and, where there are courses, is often approached within a disciplinary as opposed to an interdisciplinary frame (Wals, A., 2009). If professional development in education for sustainable development is at an adolescent stage, teacher education in climate change education for sustainable development is in its infancy. For instance, according to a 2009 international comparative study on climate change education and sustainable development in ten countries, climate change education has peripheral status in educational research and practice, and when it is addressed it is only within science education (Læssøe,J. Schnack, K., Breiting, S. & Rolls, S., 2009). There is a clear and present need to respond to climate change challenges through systematic teacher education programmes that are not restricted to a single subject area. This teacher education course is an attempt to fill the current gap and is in line with one of UNESCO’s key objectives for climate change education for sustainable development, that is, to support teacher training on climate change for sustainable development (UNESCO, 2010, p. 9). The programme has four distinctive features: 1. It helps teachers to understand the causes, dynamics and impacts of climate change through a holistic approach. 2. Teachers are exposed to, and experience, a range of pedagogical approaches and techniques, that they can use in their own school environment. This includes engagement of themselves and their students in whole school and school-in-community approaches. 3. Teachers will develop their capacities to facilitate students’ community based learning. 4. Teachers will develop future-oriented and transformative capacities in facilitating climate change mitigation, adaptation, and disaster risk reduction learning. 
Climate Change Education for Sustainable Development: the UNESCO Climate Change Initiative 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. Education sector responses to climate change: background paper with international examples Year of publication: 2012 Corporate author: UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific Through a review of academic articles and project documents, this paper explores the relationship between the education sector and climate change. It introduces how education is both impacted by and has an impact on this phenomenon, and proposes various sector responses. Different theoretical frameworks for where and how climate change education fits into the education sector are made concrete with case studies from across the globe. An essential introduction to climate change and education, this paper brings together theory, policy and practice. A useful read for those working in either the education sector or on climate change. 
YouthXchange guidebook series: climate change and lifestyles Year of publication: 2011 Author: Adam Cade | Rob Bowden Corporate author: UNESCO | United Nations Environment Programme (UNEP) Climate Change and Lifestyles is the first in a series of guidebooks supporting the UNESCO/ UNEP YouthXchange (YXC) Initiative, which was created in 2001 to promote sustainable lifestyles among youth (15-24 years) through education, dialogue, awareness raising and capacity building. The series is being produced for young people and people working with youth, such as educators, teachers, trainers and youth leaders in both developed and developing countries. Almost half of the world’s population is under the age of 25, and nearly 90 per cent of them live in developing countries. Youth is a critical stakeholder in the global economy and will be the main actor and motor for change in the near future. Thus, the energy, motivation and creativity of youth are essential assets to stimulating change. Aims of the YXC Guidebook on Climate Change and Lifestyles: • Explore the links between lifestyles and climate change; • Help young people consider the actions they should take towards more sustainable lifestyles; • Support courses and actions that promote greater understanding of climate change and lifestyles among youth. The guidebook: • Considers the causes and effects of climate change and its human impacts and responses, while connecting them to lifestyle choices and the technical and social infrastructures of a society; • Provides scientific, political, economic, social, ethical and cultural perspectives on climate change; • Explains complex issues in accessible language supported by facts, graphics, images, examples and web links; • Develops the critical skills young people need to make personal choices to address the challenges of climate change. Climate change education for sustainable development in small island developing states: report and recommendations Year of publication: 2012 Corporate author: UNESCO This report summarizes the key outcomes of a three-day meeting of around one hundred climate change education (CCE) experts, primarily from Small Island Developing States (SIDS) in the Caribbean, the Pacific Ocean and the Indian Ocean, representing a multi-disciplinary and diverse group of stakeholders. The meeting discussed and reflected on the challenges that climate change poses to education systems in SIDS, and on the role that education must play in adaptation to climate change. It was held from 21 to 23 September 2011 in Nassau, with the support of the Commonwealth of the Bahamas, the Government of Denmark and the Government of Japan. SIDS in the Caribbean Sea, the Indian Ocean and the Pacific Ocean are among the most vulnerable countries with regard to climate change. SIDS are already confronted with the effects of climate change, including rising sea levels and changes in weather and climate extremes such as droughts, floods and tropical cyclones/hurricanes. With current and future impacts of climate change representing a real danger to SIDS communities and livelihoods – whether based on agriculture, fisheries, forestry, tourism or trade – the need for SIDS to reduce their vulnerability to climate change by strengthening their adaptive capacity is a matter of urgency. Moving further along the path to sustainable development and achieving sustainable development objectives will depend on the ability of SIDS to strengthen this adaptive capacity. Adaptation to climate change requires individuals to be aware of potential changes in the climate and to understand the implications of changes for their lives. It requires them to assess the risks such changes hold for their identity and future, and to make informed decisions on how to adapt their livelihoods, homes and communities. Education plays an essential role in increasing the adaptative capacity of communities and nations by enabling individuals to make informed decisions. In particular, the education of girls and women has proven to have a significant impact on the capacity of communities to adapt to climate change and develop sustainably. Quality education designed for the purpose of empowering people to address climate change and live sustainably improves the adaptation capacity at the community level. This implies educational programmes that explicitly prepare communities for natural disasters. Climate change education for sustainable development (CCESD) needs also to incorporate indigenous knowledge, and promote sustainable lifestyles in which the importance of heritage is recognised as an integral part of community identity and a key asset that can help build resilience. Finally, CCESD should stress the unique cultural and natural heritage of SIDS, which plays a major role in the building of community resilience. 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.