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แ แป .แ ๋ฐํ ์ฐ๋: 2015 ์ ์: Sam Sreymom, Pech Sokhem ๋จ์ฒด ์ ์: Cambodia Development Resource Institute (CDRI) This book is the major output of a three-year research project titled โClimate Change and Water Governance in Cambodiaโ, supported by the International Development Research Centre (IDRC) of Canada. The book is the result of close collaboration between the Cambodia Development Resource Institute (CDRI), a lead institute, and project partners: the Ministry of Water Resources and Meteorology (MOWRAM), Ministry of Environment (MOE), Tonle Sap Authority (TSA), Royal University of Agriculture (RUA), Institute of Technology of Cambodia (ITC) and the Mekong Programme on Water, Environment and Resilience(M-POWER).The project focussed on three river catchments around the Tonle Sap Lake: Stung Chrey Bak in Kompong Chhnang province, Stung Chinit in Kompong Thom province and Stung Pursat in Pursat province. The main research outcomes encompass (1) better understanding among decision makers, researchers and students of the livelihood implications of hydrological and ecosystem changes caused by changes in climate and human systems in the Tonle Sap Basin, and (2) improved methods of integrating local knowledge and scientific empirical evidence into Cambodiaโs policy and planning framework. 
Fostering safer and resilient communities: a natural disaster preparedness and climate change education program ๋ฐํ ์ฐ๋: 2009 ๋จ์ฒด ์ ์: UNESCO Jakarta The Asia and the Pacific region is vulnerable to many natural disaster and expected impacts from climate change. In 2006, 74% of people killed by natural disasters were in Asia, with Afghanistan, India, Indonesia, Pakistan, the Philippines, and Vietnam among the countries most badly affected. Natural disasters such as windstorms, floods, droughts, earthquakes in combination with human-induced conditions such as deforestation, pollution, soil erosion collectively contribute to serious challenges for communities and governments. Climate change impacts are imminent and inevitable. The consensus among natural and social scientists, economists, and policymakers is that climate change is the most important challenge that this planet faces. It is pervasive, touching on every facet of the environment and human life including the environment, economy, transportation, communication, food production, and health. The temporal and geographic scale is wide. The projected economic, health, and societal costs put forth by experts are extraordinary. For example, the total economic cost of climate change threats could be an annual loss of 6-7% of Southeast Asian countriesโ GDP by the end of the century, and the Pacific sub-region will see a sea-level rise of 0.19-0.58 meter by 2100 severely changing the lives of more than 50% of the people that live within 1.5 km of the shoreline leading to relocation, water and power shortages, and submerged infrastructure. Climate change impacts in Asia and the Pacific is particularly serious because of the fact that: 1) over 60% of the global population reside in Asia and the Pacific; 2) it has the most extensive coastline of any geographic region; and, 3) many of the worldโs largest cities are located along Asian coasts. The impact of climate change in sea level rise would impact small island states such as the Maldives and Kiribati, and many of Asiaโs largest coastal cities, such as Jakarta, Bangkok, Manila, Shanghai, and Ho Chi Minh City. Tens of millions of people in Asia may have to be resettled. Further, the expected greater intensity of cyclones and typhoons could have a larger impact than before on Bangladesh, China, India, Vietnam, and the Philippines, whose coastal areas already encounter among the worldโs worst weather-related disasters year after year. Parts of many countries in Asia, including Northwestern India, Western China, and almost all of Pakistan, are already suffering from shortages of water, as well as land degradation and desertification, which will be further exacerbated by climate change. The World Conference on Disaster Reduction held in January 2005 in Kobe, Japan, adopted the Framework for Action 2005-2015: Building the Resilience of Nations and Communities to Disasters (referred as the โHyogo Framework for Actionโ โ HFA). The framework emphasizes the need to understand the linkages between disaster risk reduction and climate change adaptation, and that stakeholders work toward reducing disaster vulnerabilities of communities by helping them build their capacity to deal with disasters. Address by Mr Koรฏchiro Matsuura, Director-General of UNESCO, on the occasion of the Valedictory session of the 4th International Conference on Environmental Education; Ahmedabad, India, 28 November 2007 ๋ฐํ ์ฐ๋: 2007 ๋จ์ฒด ์ ์: UNESCO. Director-General, 1999-2009 (Matsuura, K.) This address was given by Mr Koรฏchiro Matsuura, Director-General of UNESCO, on the occasion of the Valedictory Session of the 4th International Conference on Environmental Education. 
How Can We Talk About Climate Without Turning It Into a Contentious Issue? ๋ฐํ ์ฐ๋: 2023 ์ ์: Laurent Cordonier ๋จ์ฒด ์ ์: Le Monde How can we tackle the climate issue without talking only to the convinced? Debates on the climate issue run the risk of becoming a highly divisive political issue, hampering much-needed action, warns sociologist Laurent Cordonier in a new episode of โChaleur humaineโ, a weekly podcast for reflection and debate on ways of tackling the climate challenge. 
Paris Agreement ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: United Nations (UN) The Paris Agreement is a legally binding international treaty on climate change. It was adopted by 196 Parties at the UN Climate Change Conference (COP21) in Paris, France, on 12 December 2015. It entered into force on 4 November 2016.Its overarching goal is to hold โthe increase in the global average temperature to well below 2ยฐC above pre-industrial levelsโ and pursue efforts โto limit the temperature increase to 1.5ยฐC above pre-industrial levels.โ ๅทด้ปๅๅฎ ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: United Nations (UN) ใๅทด้ปๅๅฎใๆฏไธ้กนๅ
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2018 grant completion report. Afghanistan ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNICEF Afghanistan This is the completion report of GPEโs program in Afghanistan, which ran from 2012 to 2018. Overall, it appears education access and equity has been improved in target districts, and some of these effects promise to persist beyond the program period.Community engagement in schooling has also improved, as well as school performance. Target schools have safer and more conducive learning environments for children, and monitoring of education pathways has also improved.Schools have been reopened, and numbers of female teachers in target areas have grown. Finally, the Ministry of Education and national education sectors have seen advances in institutional capacity, and national aid coordination mechanisms also seem to have improved. Integrating sustainable development in technical and vocational education and training: six case studies from Southern and Eastern Africa ๋ฐํ ์ฐ๋: 2010 ์ ์: Roland Dubois | Koontee Balgobin | Modesto Sylvester Gomani | Joy Kasandi Kelemba | Gabriel S. Konayuma | Matthews Lebogang Phiri | John W. Simiyu ๋จ์ฒด ์ ์: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) The case studies in Southern and Eastern Africa were commissioned in Botswana, Kenya, Malawi, Mauritius and Zambia. They were carried out by writers connected with the UNEVOC Network as part of capacity building and of contributing to knowledge building and sharing. They have described and have analysed experiences, practices relating to integrating ESD in TVET programmes, primarily. Also, they have identified gaps for additional action so that the integration can be satisfactorily done. Through the case studies it is intended to build a pool of resources and tools of what works as part of the UNESCO-UNEVOC International Centreโs clearinghouse. Repositioning and reconceptualizing the curriculum for the effective realization of Sustainable Development Goal Four, for holistic development and sustainable ways of living ๋ฐํ ์ฐ๋: 2015 ๋จ์ฒด ์ ์: UNESCO International Bureau of Education (IBE) The purpose of this discussion paper is two-fold, it is to reposition curriculum at the center of the national and the global development dialogue and to highlight its power to give effect to national and to global aspirational statements on the role of education in holistic development. When well designed and effectively enacted, curriculum determines the quality, inclusiveness and development-relevance of education.Second, is to reconceptualize curriculum as a fundamental force of integration of education systems and as an operational tool for giving effect to policies on lifelong learning. Curriculum leads all core aspects of education that are known to determine quality, inclusion, and relevance such as content, learning, teaching, assessment and the teaching and learning environments among others. Its horizontal and vertical articulation, as well as its articulation across learning settings is what gives effect to lifelong learning policies.This paper therefore seeks to reposition curriculum as an indispensable tool for giving effect to SDG Goal 4. Education and national sustainable development strategies ๋ฐํ ์ฐ๋: 2009 ๋จ์ฒด ์ ์: UNESCO Since the Rio Earth Summit in 1992 countries around the world have been developing and implementing National Sustainable Development Strategies (NSDS). Sustainable Development competes with many deeply entrenched values and therefore progress has been slow. Tensions between long term and short term thinking, and between economic growth and social and environmental sustainability, are not easy to resolve. The NSDS process has gained impetus following the 2002 World Summit on Sustainable Development, where it was agreed that countries need to take immediate steps to elaborate and formulate NSDS systems that can continuously improve. The UN Guidance Document describes an NSDS as a comprehensive, adaptable, continuous and long term undertaking that helps a country to achieve economic prosperity and higher levels of social welfare, while at the same time preserving the environment. An NSDS is not just something that can be put together in a document and be promulgated. Development of an NSDS requires multi-stakeholder participation, partnerships, country ownership, shared vision with a commitment to continuous improvement, capacity development and the ability to build on existing knowledge and processes and a clear focus on outcomes. Education is a central dimension of achieving sustainable development, and needs to be incorporated into the NSDS process. Learning is central to the process of NSDS development and implementation.