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Learning to mitigate and adapt to climate change: UNESCO and climate change education ๋ฐํ ์ฐ๋: 2009 ๋จ์ฒด ์ ์: UNESCO This report is a result of the UNESCO International Seminar on Climate Change Education at UNESCO Headquarters in Paris, 27-29 July, 2009. Over the past 30 years, UNESCO has actively contributed to building the global knowledge base on climate change. Primarily through its contribution to climate science (global ocean observation systems, assessment and monitoring) and secondarily by promoting education, capacity development, public awareness and access to information. As Task Manager of Chapter 36 of Agenda 21 โ which relates to the promotion of education, public awareness and training โ and lead agency for the UN Decade of Education for Sustainable Development (DESD, 2005-2014), the Organization plays a lead role in promoting Education for Sustainable Development (ESD). Climate change is one of the key action themes of the Decade, as was reaffirmed at the World Conference on Education for Sustainable Development held in Bonn in April 2009. Education has a central role to play in understanding, mitigating and adapting to the changing climate. While education at all levels and in both formal and informal settings is needed, instilling climate change awareness and understanding at a young age is ultimately the best way to change behaviours and attitudes. What children learn today will shape tomorrowโs world. Through the New Delhi work programme โ which is a flexible programme for country-driven action engaging all stakeholders on education, training and public awareness on climate change, UNESCO supports its Member States to implement Article 6 of the United Nations Framework Convention on Climate Change. Similarly, the UNESCO Enhanced Plan of Action for the Strategy for Action on Climate Change recognizes the importance of and outlines action for education in promoting mitigation of and adaptation to climate change. UNESCO associated schools news infos: climate change education ๋ฐํ ์ฐ๋: 2009 ๋จ์ฒด ์ ์: UNESCO As the United Nations Climate Change Conference takes place on December 7 to 18 2009 in Copenhagen, Denmark, this special issue will focus on selected climate change education activities carried out by the ASP network around the globe. Climate change is one of the most urgent challenges of sustainable development and a key action theme in the UN Decade of Education for Sustainable Development (DESD). ASPnet schools around the world work on Climate Change Education in order to enable students to make informed and responsible decisions, turn passive awareness into behaviour change and make sustainable behaviours a daily habit. The development of good practices and innovative educational materials in climate change education is a key element in ASPnetโs strategy to meet the pressing educational needs of the future generation. This newsletter highlights only a few of the large number of activities of ASPnet worldwide. Education for sustainable development: building a better, fairer world for the 21st century ๋ฐํ ์ฐ๋: 2012 ๋จ์ฒด ์ ์: UNESCO Education for Sustainable Development allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. Education for Sustainable Development means including key sustainable development issues into teaching and learning; for example, climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. It also requires participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for sustainable development. Education for Sustainable Development consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. Education for Sustainable Development requires far-reaching changes in the way education is often practised today. UNESCO is the lead agency for the UN Decade of Education for Sustainable Development (2005-2014). 
Fighting racism and discrimination: identifying and sharing good practices in the International Coalition of Cities ๋ฐํ ์ฐ๋: 2012 ๋จ์ฒด ์ ์: UNESCO Since the establishment of the International Coalition, UNESCO has headed the regional scientific committees. In this role, UNESCO receives reports from cities in fulfilment of formal or informal requirements of their membership. These reports showcase the efforts of cities showcase the efforts of cities in addressing the Ten Point Plan of commitments for their respective region. UNESCO undertakes its efforts based on the information provided by the city in its report. First, it provides feedback to the cities on their efforts. The report identifies promising practices and highlights areas where additional work can be undertaken. Second, the reports from cities provide information that can be used for a variety of purposes including the publication of this report of good practices in anti-discrimination. The contents of this report reflect the information shared by Member Cities and as current Member Cities become increasingly active and new ones join the Coalition, the collection of good practices will undoubtedly expand.The purpose of this good practices report is two-fold. First, it draws together a collection of good practices in anti-discrimination of Member Cities so that they can inspire and inform the policies and practices of other cities. Second, the report uses major themes related to the different roles and domains of cities to inform and indeed, encourage critical reflection on anti-discrimination work in these areas. Several key objectives underlie the report:โข Reflect on the different roles and capacities of cities and provide a framework to understand and assess their policies and practices;โข Present, in one publication, examples of a wide variety of good practices; Provide a useful resource on anti-discrimination for stakeholders including city staff and representatives, community organisations, researchers, as well as interested individuals and groups; โข Contribute to the successful networking of cities underway through the coalition;โข Highlight the fact that even if there are challenges to engaging in anti-discrimination work, and that city representatives may feel limited, there are multiple actions that they can undertake. 
Outcome Document of the Technical Consultation on Global Citizenship Education: Global Citizenship Education: An Emerging Perspective ๋ฐํ ์ฐ๋: 2013 ๋จ์ฒด ์ ์: UNESCO This document draws on inputs to, and common perspectives emerging from, a Technical Consultation on Global Citizenship Education organized by UNESCO and the Republic of Korea (i.e., the Ministries of Foreign Affairs and of Education, and the Asia-Pacific Centre of Education for International Understanding) in Seoul on 9-10 September 2013 . Informing this draft document are: a) responses from the expert participants to a questionnaire circulated by UNESCO in advance of the consultation; b) presentations from experts during the consultation; c) discussions during the consultation; and d) reference material contributing to, and prepared for, the consultation. The final draft of this document was prepared by UNESCOโs Division of Education for Peace and Sustainable Development at Headquarters in Paris, with the assistance of a drafting team. Asia-Pacific Regional Education Conference, Bangkok, Thailand, 6-8 August 2014: Asia-Pacific Statement on Education Beyond 2015, Bangkok Statement ๋ฐํ ์ฐ๋: 2014 ๋จ์ฒด ์ ์: UNESCO This document is an outcome of the Asia-Pacific Regional Education Conference (APREC) on August 6 -8, 2014, attended by Ministers of Education, high-level government officials and representatives of civil society organizations, teachersโ organizations, United Nations (UN) agencies, development partners, and members of academia and the private sector, gathered in Bangkok, Thailand. Having taken stock of the progress made in the region in achieving the six Education for All (EFA) goals, having examined the remaining challenges, and having reflected on future priorities and strategies for the Asia-Pacific region to achieve the emerging post-2015 education agenda, the deliberations were made based on the national EFA reviews, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), and the Outcome Document of the UN General Assembly Open Working Group for Sustainable Development Goals. The statement fully endorses the vision, principles and targets laid out in the Muscat Agreement, noting that the overarching goal to โensure equitable and inclusive quality education and lifelong learning for all by 2030โ reflects the aspiration of the region for education and development. 
Study on measures taken by municipalities and recommendations for further action to achieve greater vigilance against racism: Commitment 1 of the Ten-Point Plan of Action ๋ฐํ ์ฐ๋: 2006 ์ ์: Klaus Starl ๋จ์ฒด ์ ์: UNESCO | European Training and Research Centre for Human Rights and Democracy (Austria) Commitment 1 of the Ten-Point Plan of Action of the European Coalition of Cities against Racism requires โGreater Vigilance against Racismโ. This point aims at setting up a monitoring, vigilance and solidarity network against racism at the municipal level. To reach this goal, the members of the coalition are called to undertake activities, elaborate strategies and establish relevant institutions to monitor the local situation concerning structures in society, attitudes within the population and racist incidents. They are called to find out causes for racist tendencies among their population and establish solidarity networks involving all stakeholders, particularly civil society organisations. As an external expert, the European Training and Research Centre for Human Rights and Democracy in Graz, Austria, (ETC Graz) was commissioned by UNESCO to carry out a study on the measures already taken against racism at the local level that serve as good illustration of โCommitment 1โ. Major information resource was the written material provided by the selected cities. Through direct exchange and/or interviews with responsible officers of the municipalities and some NGOs, additional or missing information could be obtained. The material is not to be considered as complete. On the basis of the contribution sent in by the participating cities, the ETC made an assessment whether these actions/activities meet the objective of the Commitment 1. The authors used the following criteria to make this assessment: does the action undertaken contribute to a) creating and promoting vigilance directly; b) creating and promoting vigilance indirectly through awareness raising; c) creating and promoting vigilance through a monitoring measure or d) the establishment and maintenance of a solidarity network. The authors presumed that c) and d) will lead directly to greater vigilance. The following recommendations are derived from the eight selected measures documented in Chapter II, and the analysis on their replicability in Chapter III. The 10 recommendations expicitly or implicitly refer to the replicable documented measures. Where the replicability requires specific conditions, these are stated or it is recommended to fulfil these conditions firstly, i.e. structural and institutional conditions. The 10 recommendations are addressed to municipalities in Europe irrespective of their current membership in the European Coalition of Cities against Racism. As already mentioned the recommendations focus on meeting the requirement of Commitment 1, creating greater vigilance against racism. 
UNESCO's role in promoting education as a tool to prevent violent extremism ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: UNESCO This item has been included in the provisional agenda of the 197th session of the Executive Board at the request of the United States of America and co-sponsored by Bosnia and Herzegovina, Bulgaria, Costa Rica, Cรดte dโIvoire, Djibouti, Finland, France, Germany, Jordan, Kenya, Latvia, Nigeria, Norway, Pakistan, Philippines, Republic of Korea, Rwanda, Senegal, Slovenia, Suriname, Switzerland and Turkey Climate change education for sustainable development in small island developing states: report and recommendations ๋ฐํ ์ฐ๋: 2012 ๋จ์ฒด ์ ์: 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 โ whether based on agriculture, fisheries, forestry, tourism or trade โ 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. 
UNESCO Global Action Programme on Education for Sustainable Development: information folder ๋ฐํ ์ฐ๋: 2017 ๋จ์ฒด ์ ์: UNESCO This is a comprehensive folder containing 13 information sheets on different aspects of the Global Action Programme on ESD (GAP) and its key actors and partners. It aims to familiarize educators, learners and the general public with the GAP and advise them on how to spread the word.