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Mudança climática em sala de aula: curso da UNESCO para professores secundários (fundamental II e ensino médio) sobre educação em mudança climática e desenvolvimento sustentável (EMCDS) Year of publication: 2014 Author: David Selby | Fumiyo Kagawa Corporate author: UNESCO Brasilia 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. 
UNESCO moving forward the 2030 Agenda for Sustainable Development Year of publication: 2017 Corporate author: UNESCO The United Nations 2030 Agenda for Sustainable Development, with its 17 Sustainable Development Goals, sets forth a bold new framework for development cooperation over the next 15 years. This agenda aspires to ensure prosperity and well-being for all women and men, while protecting our planet and strengthening the foundations for peace. 
Green Pack Year of publication: 2013 Corporate author: Regional Environmental Center for Central and Eastern Europe Inspired by the political process “Environment for Europe”, in 2000 the Regional Environmental Center for Central and Eastern Europe (REC) launched a programme on education for sustainable development (ESD), sponsored by Toyota. This included the development and introduction of an innovative multimedia educational kit, the Green Pack, for school teachers and their students in Central and EasternEurope. Other ESD tools similar to the Green Pack have been developed and introduced in recent years to address different target groups. Currently, the main group of REC ESD tools includes:Green Pack, aimed at children aged between 11 and 15 and their teachersGreen Pack Junior, aimed at children aged between 7 and 10 and their teachersGreen Steps, aimed at citizens and families After 14 years of project implementation, REC ESD materials have been introduced in 19 countries in Europe and Asia. Since the Green Pack launch in 2001, around 40,000 teachers and over 4.5 million students have been educated, fundamentally changing the way in which the teaching of sustainability is approached. Each project has been developed in cooperation with businesses, governments, professional organisations and NGOs in order to foster community support across a broad spectrum of society. Many donors from the international, governmental, business and private communities have supported this process. URL:http://www.greenpackonline.org/english/menu.html Between legs and hands: animal well-being Year of publication: 2015 Author: Gloria Diva Guevara Corporate author: Ambiente This book is especially aimed at children, but also at teachers and parents with the intention to raise awareness of the importance of respecting pets and wildlife. 
Education for Sustainable Development: The Tunisian Experience as an Example Year of publication: 2006 Author: Fatima Al-Tarhouni Corporate author: Federation of the Universities of the Islamic World The author in this article is giving analytical description of education for sustainable development. She uses the Tunisian experience as an example of implementing education for sustainable development. 
2030 Agenda: Challenges for us all Year of publication: 2017 Since 1948, the UNESCO Courier has served as a platform for international debates on issues that concern the entire planet. This first issue of 2017, which marks the Courier’s revival after
a five-year break, is no exception to the rule: experts, public figures, artists and journalists from around the world have come together to discuss topical issues. Climate change and sustainable energy (p. 23), the future of cities and Smart Cities (p. 15), access to water and the state of groundwater (p. 19), educational policies and the importance they give to girls (p. 8), new technologies and their role in establishing efficient democratic institutions (p. 27), alliances and partnerships that must be forged to advance towards a better world
(p. 31) — these are some of the subjects that constitute the main dossier,
Wide angle, of this issue dedicated to Sustainable Development Goals (SDGs). UNESCO is closely associated with the development and implementation of this international road map that aims
to achieve the seventeen objectives established by the UN, which is convinced that culture, though officially absent from the SDGs, is at the heart of sustainable development policies (p. 12). Elyx, the jovial character created by Yacine Ait Kaci (YAK) and designated virtual ambassador of the UN, supports the Courier in its mission to make palpable the different realities around the world. These are illustrated by a number of SDGs and highlight the players who participate in achieving this agenda for everyone. These include the international community, states, civil society, local communities and authorities, the private sector, and the partnerships that these players set up between each other. The Ideas section, which is dedicated
to another highly topical issue — the current perception of Islam — suggests considering a reinterpretation of the Koran (p. 42) and the sharia (p. 48).
This issue of the Courier also features a reference text on the Different Aspects of Islamic Culture. Launched in 1977, in the wake of a monumental work produced by UNESCO Publishing on general and regional histories, this comprehensive work was completed in November 2016, with the publication of two volumes that constitute an important contribution to the current debate on Islam. In the Current affairs section for the April-June 2017 quarter, the Courier
will celebrate the launch of the World Book Capital programme in Conakry
on 23 April (p. 70) and the International Jazz Day, with the Cuban pianist Chucho Valdés (p. 58) on 30 April in Havana. The Courier will also participate in the celebration of several other international days such as the World Press Freedom Day on 3 May (p. 62), the World Oceans Day on 8 June (p. 65), and the International Day for the Elimination of Sexual Violence in Conflict on 19 June (p. 61). This issue of the Courier also invites you to delve into the peculiar and largely unknown world of Jeju Island’s haenyeo, the women divers from the Republic of Korea. Discover, through the stunning images in the Zoom section, the exceptional destinies of these extraordinary women (p. 36). We hope you enjoy reading this issue! 
EIU Best Practices Series No. 16: A Korean Agricultural Village's Communal Movement for Education for Sustainable Development Year of publication: 2009 Author: Seungkwan Jung Corporate author: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.16 introduces the Poolmoo School, which turns surrounding economy, ecology, culture into educational learning material, and endeavor to create a school culture with emphasis on sustainable development. Students of Poolmoo School learn about organic farming, ecological village, and agricultural sustainability, essentially raising awareness of environmental preservation for the next generation. 
EIU Best Practices Series No. 13: Integrating Organic Waste Management In Fijian Schools Year of publication: 2009 Author: Bulou Daiana Taoba Corporate author: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.13 introduces a case study of University of the South Pacific PACE’s projects, which showcase students learning about waste management that contribute to environmental protection. As issues of water disposition, rapid urbanization, limited land areas, consumer behavior change, and vulnerable ecosystems are increasingly concerning in the Pacific Island nations, the case highlights the need to educate students on the importance of solid waste management, social responsibility, and global citizenship. 
EIU Best Practices Series No. 9: Integrating Sacred Natural Sites Concept into Environmental Education Year of publication: 2008 Corporate author: APCEIU This monograph is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.9 introduces research on how educational content on sacred natural sites in Mongolia can lead to understanding of environment and sustainable development. Interviews and surveys conducted by local community teachers and students living in the Orkhon Valley Cultural Landscape, a World Heritage Site, indicate the importance of education in raising awareness of environmental and heritage protection. 
EIU Best Practices Series No. 36: Enhancing Student Environmental Sustainability Awareness with Innovative Art Media: A Multidisciplinary of Art and Science Activities Year of publication: 2014 Author: Poonarat Pichayapaiboon Corporate author: APCEIU This issue is one of APCEIU's EIU Best Practices Series, which aims to encourage educators, scholars, and activists to implement and share local initiatives on EIU. The Series No.36 introduces a multidisciplinary programme of art and science activities implemented in Thailand’s Chulalongkorn University to raise students’ awareness of environmental sustainability. Given the country’s large volume of green mussels, there is increasing concern for shell waste management and global warming. As students of varied age learn how shells can be transformed into pigment and clay, and use to create artwork as part of “Turning Waste into Art to Live a Sustainable Life” project, students come to appreciate the value of environmental protection and management. The programme is an exemplary case in which children are educated to live in harmony with the earth, following one of the key pillars of EIU.