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Notes techniques du secteur de l'éducation: education au changement climatique Année de publication: 2013 Auteur institutionnel: 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. L'Education au Changement Climatique en vue du Développement Durable: l'Initiative de l'UNESCO pour Faire Face au Changement Climatique Année de publication: 2010 Auteur institutionnel: 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. Guide de mise en œuvre écoles éducation à l'environnement primaire et secondaire Année de publication: 2005 Auteur institutionnel: China. Ministry of Environmental Protection L'ONU a proposé le développement durable et l'éducation environnementale dans l'Agenda 21 comme un objectif d'éducation pour le XXIe siècle. Dans de nombreux pays développés, l'éducation environnementale est devenue une partie importante de l'éducation qui est compatible avec le développement social. La Chine est également confrontée à de graves problèmes environnementaux qui font plus de demandes pour le mode de développement économique et le niveau de protection de l'environnement. Depuis les années 1980, bien que l'éducation environnementale a été effectuée dans les écoles primaires et secondaires, sa concentration était plus que la transmission des connaissances de l'environnement. Afin de nourrir l'idée de développement durable pour les étudiants et les encourager à prendre des mesures pour un avenir durable, le Ministère de l'éducation de la RPC a officiellement intégré l'éducation environnementale dans le cadre de la fondation des écoles primaires et secondaires. Ce guide vise à fournir des conseils concrets pour les enseignants et autres éducateurs à organiser des activités pour favoriser la compréhension globale du système environnemental des élèves et de développer leurs capacités à prendre des responsabilités pour la protection de l'environnement dans la vie sociale. Il donne également des conseils pour les services administratifs de l'école pour gérer et soutenir ces activités, d'exploiter et de développer de multiples ressources en éducation à l'environnement, et d'appliquer des méthodes et des stratégies pour l'éducation environnementale. En outre, il fournit des méthodes d'évaluation de l'éducation environnementale en tant que point de départ pour ajuster et améliorer la mise en œuvre de l'éducation environnementale. Inclusion, éducation pour le développement durable, éducation des adultes, enseignement supérieur et recherche: quatre conférences internationales pour promouvoir l'équité, la qualité, la pertinence et la responsabilité sociale en matière d'éducation Année de publication: 2008 Auteur institutionnel: UNESCO This cycle of conferences brings together a wide array of influential stakeholders in the common interest of creating education systems that serve the needs of all learners, address the challenges of today's world and make learning a springboard of development. Allocution de M. Koïchiro Matsuura, Directeur Général de l'UNESCO, à l'Occasion du Séminaire International sur l'Education au Changement Climatique, UNESCO, 27 Juillet 2009 Année de publication: 2009 Auteur institutionnel: UNESCO This document is the address of Mr Mr Koïchiro Matsuura, Director-General of UNESCO, on the occasion of the International Seminar on Climate Change Education; UNESCO, 27 July 2009. He presented the climate change issues and highlighted the importance of education for sustainable future. Sandwatch: s'adapter au changement climatique et éduquer pour le développement durable Année de publication: 2010 Auteur: Gillian Cambers | Paul Diamond Auteur institutionnel: UNESCO Sandwatch provides a framework for children, youth and adults, with the help of teachers and local communities, to work together to critically evaluate the problems and conflicts facing their beach environments, and to develop sustainable approaches to address these issues. It also helps beaches become more resilient to climate change. The preliminary chapters of this publication focus on how to get started with Sandwatch activities and examine ways to address climate change impacts. The principle aim of this publication is to document the Sandwatch methodology: monitoring, analysing, sharing and taking action. An activities-orientated approach is used to provide step-by-step instructions to cover monitoring methods and data analysis, including observation and recording, erosion and accretion, beach composition, human activities, beach debris, water quality, waves, longshore currents, plants and animals. The activities are related to (a) sustainable development issues, including: beach ownership, mining beaches for construction material, conflict resolution between different beach users, pollution, conservation of endangered species, and (b) climate change adaptation issues: sea level rise, rising temperatures, ocean acidification and increased extreme events. Ways to share findings and create a Sandwatch network are detailed including methods such as the use of local media, websites, social networking and video production. Finally, ways are discussed to design, plan and implement a Sandwatch project to fulfill one or all of the following criteria: (a) addressing a particular beach-related issue, (b) enhancing the beach, and (c) promoting climate change adaptation. Sandwatch stands as an example of Education for Sustainable Development in action, and is being targeted as one of several flagship projects for the United Nations Decade of Education for Sustainable Development (2005–2014). As the world confronts the growing threat of climate change, Sandwatch presents an opportunity to help people and ecosystems respond to present and future changes in a practical manner. Beaches are among the ecosystems most at risk from climate change as they face rising sea levels and increased more intense storms. By contributing to ecosystem health and resilience, Sandwatch can help people from all walks of life learn about climate change and how their actions can contribute to the adaptation process. Déclaration d'Aichi-Nagoya sur l'Education au Développement Durable Année de publication: 2014 Auteur institutionnel: UNESCO We, the participants of the UNESCO World Conference on Education for Sustainable Development held in AichiNagoya, Japan, from 10 to 12 November 2014, adopt this Declaration and call for urgent action to further strengthen and scale up Education for Sustainable Development (ESD), in order to enable current generations to meet their needs while allowing future generations to meet their own, with a balanced and integrated approach regarding the economic, social and environmental dimensions of sustainable development. This Declaration recognises that people are at the centre of sustainable development and builds on the achievements of the United Nations (UN) Decade of ESD (2005-2014); the deliberations of the UNESCO World Conference on ESD in Aichi-Nagoya; and the Stakeholder Meetings held in Okayama, Japan, from 4 to 8 November 2014, namely, UNESCO ASPnet International ESD events, the UNESCO ESD Youth Conference, the Global Regional Centres of Expertise Conference, and other relevant events and consultation processes, including regional ministerial meetings. We express our sincere gratitude to the Government of Japan for hosting the UNESCO World Conference on ESD. Déclaration d'Aichi-Nagoya sur l'Éducation pour le Développement Durable Année de publication: 2014 Auteur institutionnel: UNESCO Développement durable tenu à Aichi Nagoya, au Japon, du 10 au 12 Novembre 2014, adopte la présente Déclaration et appel à une action urgente pour renforcer et intensifier l'éducation pour le développement durable (EDD), afin de permettre aux générations actuelles de répondre à leurs besoins tout en permettant l'avenir générations à répondre à leurs propres, avec une approche équilibrée et intégrée en ce qui concerne les dimensions économiques, sociales et environnementales du développement durable. Cette Déclaration reconnaît que les gens sont au centre du développement durable et se fonde sur les résultats de la Décennie des Nations Unies (ONU) de l'EDD (2005-2014); les délibérations de la conférence mondiale sur EDD UNESCO à Aichi-Nagoya; et les réunions des parties prenantes tenues à Okayama, au Japon, du 4 au 8 Novembre 2014, à savoir, le réseau des écoles associées à l'UNESCO (réSEAU), les événements JED International, la Conférence des jeunes de l'UNESCO sur l'EDD, la Conférence des centres régionaux d'expertise, et d'autres événements pertinents et les processus de consultation, y compris les réunions ministérielles régionales. Nous exprimons notre sincère gratitude au Gouvernement du Japon pour avoir accueilli la Worldconférenceon EDD UNESCO. Plan de mise en oeuvre international de la décennie des Nations Unies pour l'éducation au service du développement durable, 2005-2014 Année de publication: 2005 Auteur institutionnel: UNESCO In December 2002, the UN General Assembly adopted a resolution to put in place a UN Decade of Education for Sustainable Development, lasting from 2005 to 2014. UNESCO was tasked with leading the Decade and developing an International Implementation Scheme (IIS). Promouvoir un partenariat mondial pour la décennie des Nations Unies pour l'éducation en vue du développement durable (2005-2014): le plan international de mise en oeuvre de la décennie en bref Année de publication: 2006 Auteur institutionnel: UNESCO Through the International Implementation Scheme governments and other partners, especially potential donors, are urged to assess existing ESD resources and needs in countries, reallocate existing resources and find means of mobilizing new resources to ensure that ESD will not be a mere slogan but actual reality.