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Promotion of a global partnership for the UN decade of education for sustainable development (2005-2014): the international implementation scheme for the decade in brief ๋ฐํ ์ฐ๋: 2006 ๋จ์ฒด ์ ์: 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. International symposium of the international network for reorienting teacher education towards sustainability, 19-21 May 2010, UNESCO Headquarters, Paris: meeting summary and next steps ๋ฐํ ์ฐ๋: 2010 ๋จ์ฒด ์ ์: UNESCO A symposium for members of the International Network of Teacher Education Institutions was held at UNESCO Headquarters on 19 โ 21 May 2010. Approximately 100 participants, who were teacher educators, representatives from ministries of education and UNESCO staff, attended. The participants, coming from 50 countries, met for a combination of professional development related to education for sustainable development and teacher education and to share experiences related to these two topics. The participants also discussed how to create and maintain national or regional networks of teacher education institutions that are working to reorient teacher education to address sustainability. The symposium was organized by the Section for DESD Coordination at UNESCO in collaboration with the UNESCO Chair on Reorienting Teacher Education to Address Sustainability at York University in Canada. Education sector technical notes: Education for Sustainable Development (ESD) ๋ฐํ ์ฐ๋: 2013 ๋จ์ฒด ์ ์: UNESCO The Education Sector is called to implement a significant and broad mandate, covering many challenging issues in education in a diverse and fast-changing world. More than ever, we need to better focus and ensure greater cohesion in implementing this mandate. This document is part of a series of Technical Notes that have been developed by colleagues in the Education Sector in order to facilitate programme delivery in thematic areas related to the work of the Sector. The Technical Notes are meant to serve as a quick reference tool for UNESCO staff, providing a brief overview including basic knowledge, key priorities for UNESCO and future directions as well as practical information on each topic. Teaching resource kit for dryland countries: a creative approach to environmental education ๋ฐํ ์ฐ๋: 2007 ์ ์: Thomas Schaaf ๋จ์ฒด ์ ์: UNESCO Entitled A Creative Approach to Environmental Education/Teaching Resource Kitfor Dryland Countries, the kit is intended for secondary-school teachers in countries affected by desertification and is based on an innovative approach appealing to the creativity and artistic sensibility of pupils aged 10 to 15 years. This approach favours discovery of the environment through the senses, and emphasizes the visual and exploratory aspects of environmental study. The idea of using creativity and artistic sensibility to promote ecological awareness may in the future become a source of collaboration to be explored in detail by the different sectors of UNESCO. 
YouthXchange guidebook series: climate change and lifestyles ๋ฐํ ์ฐ๋: 2011 ์ ์: Adam Cade | Rob Bowden ๋จ์ฒด ์ ์: 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 worldโs 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: โข Explore the links between lifestyles and climate change; โข Help young people consider the actions they should take towards more sustainable lifestyles; โข Support courses and actions that promote greater understanding of climate change and lifestyles among youth. The guidebook: โข 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; โข Provides scientific, political, economic, social, ethical and cultural perspectives on climate change; โข Explains complex issues in accessible language supported by facts, graphics, images, examples and web links; โข Develops the critical skills young people need to make personal choices to address the challenges of climate change. Proceedings of the international congresses of: education for shared values for intercultural and interfaith understanding, (and) religion in peace and conflict: responding to militancy and fundamentalism ๋ฐํ ์ฐ๋: 2005 ๋จ์ฒด ์ ์: UNESCO The results of this conference, and its direct linkages with the Associated Schools Project Network in your region, will support efforts to mould education so that it becomes more conducive to the development of world citizens, proud of their identities and able to contribute to a sustainable and peaceful future for the worldโs peoples. Expert meeting on intercultural education, Paris, 20-22 March 2006; report ๋ฐํ ์ฐ๋: 2006 ๋จ์ฒด ์ ์: UNESCO This report will give for each panel a summary of the presentation, the ensuing debates and a synthesis. The discussions of the draft UNESCO Guidelines and of the database on Intercultural Education, including the results and next steps to be taken are also presented. In addition, the report provides a summary of the debate around the presentation of the UNESCO World Report on Cultural Diversity. 
UNESCO guidelines on intercultural education ๋ฐํ ์ฐ๋: 2006 ๋จ์ฒด ์ ์: UNESCO This paper aims to synthesize the central issues surrounding Intercultural Education, and presents the fundamental guiding principles for an intercultural approach to education as viewed by UNESCO. It is divided into three parts. Part I outlines the key issues surrounding Intercultural Education, as well as its objectives and basic operating principles. Part II contains a short presentation of the normative framework for Intercultural Education, based on an analysis of international standard-setting instruments that make reference to education and intercultural issues, and on outcomes from International Conferences. Part III synthesizes the international position on this issue and provides a set of three basic principles that should guide educational policies with regard to Intercultural Education. A teaching resource kit for mountain countries: a creative approach to environmental education ๋ฐํ ์ฐ๋: 2010 ์ ์: Thomas Schaaf ๋จ์ฒด ์ ์: UNESCO Entitled: A Teaching Resource Kit for Mountain Countries, it is a new environmental education kit similar to the Teaching Resource Kit for Dryland Countries published by UNESCO in 2008. It is based on the same innovative approach appealing to the creativity and artistic sensibility of pupils aged around 10 to 15, and is intended for secondary-school (and late primary-school) teachers and their pupils, this time living in mountain ecosystems, where climate and environmental conditions are harsh, often varying between extremes, and which are subject to the problems of erosion. As an educational tool, the kit offers a practical and attractive way of helping teachers and their pupils towards a better understanding of the environmental problems of their region and to stimulate their quest for possible solutions. In this respect, its content is a further contribution to the United Nations General Assemblyโs resolution proclaiming 2002 the International Year of Mountains and is also consistent with the activities developed as part of the United Nations Decade of Education for Sustainable Development (2005-2014), the promotion of which is UNESCOโs responsibility. 
Climate Change Education for Sustainable Development: the UNESCO Climate Change Initiative ๋ฐํ ์ฐ๋: 2010 ๋จ์ฒด ์ ์: 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 UNESCOโs two global priorities, Africa and gender equality, as well as to the increased vulnerability of Small Island Developing States (SIDS).The UN System โDelivering as Oneโ 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 ใAdaptation โ High-Level Committee on Programmes collectively ใ Technology transfer โ UNIDO, UN-DESA ใReduction of emissions from deforestation and degradation (REDD) โ UNDP, FAO, UNEP ใ Financing mitigation and adaptation action โ UNDP, World Bank Group ใCapacity building โ UNDP, UNEP Cross-cutting areas ใClimate knowledge: science, assessment, monitoring and early warning โ WMO, UNESCO ใSupporting global, regional and national action โ UN-DESA, UN Regional Commissions, UNDP ใClimate-neutral UN โ UNEP ใPublic awareness โ UNCG, UNEP.