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«Trash Hack»: Éducation au développement durable par l'action; Guide de l’enseignant Год публикации: 2021 Организация-автор: UNESCO L’éducation au développement durable (EDD) dote les individus des outils nécessaires pour faire face aux problèmes actuels et futurs, lutter contre la crise climatique, transformer le monde et atteindre les ODD. L’EDD repense les contenus de l’apprentissage, la manière d’enseigner et les lieux d’apprentissage . Elle relève de l’apprentissage tout au long de la vie, qui nous permet de développer les connaissances, les compétences, les valeurs et les attitudes dont nous avons besoin pour prendre des décisions et agir en connaissance de cause face aux problèmes qui se posent à l’échelle mondiale.Les activités pratiques proposées dans ce guide ont pour but de favoriser les trois dimensions de l’apprentissage (cognitive, socio- émotionnelle et comportementale) et de promouvoir ainsi des compétences transversales pour les ODD telles que l’analyse systémique, l’anticipation, la collaboration, la réflexion critique et la résolution intégrée des problèmes. 트래시핵(Trash Hack) 쓰레기 줄이기 비법 지속가능발전을 위한 실천 학습: 교사 안내서 Год публикации: 2021 Организация-автор: UNESCO 이 책은 유네스코에서 발간한 'Trash Hack'의 국문판으로 쓰레기로 인한 환경오염에 대한 인포그래픽과 쓰레기를 줄이기 위한 9가지 활동을 담고 있다. 중학생을 대상으로 제작되었고, 내용와 활동은 연령대에 따라 조정될 수 있다. Trash Hack Action Learning for Sustainable Development: A Teacher's Guide Год публикации: 2021 Организация-автор: UNESCO Education for Sustainable Development (ESD) gives people the tools to tackle the problems of the present and future, to fight the climate crisis, change the world and achieve the SDGs. ESD rethinks what we learn, where we learn and how we learn. It is about lifelong learning, which lets people develop the knowledge, skills, values and attitudes that enable them to make informed decisions and actions on global problems.The action-based activities in this guide intend to contribute to fostering the three dimensions of learning (cognitive, socio-emotional andbehavioural) and thereby promoting cross-cutting competencies for the SDGs, such as systems thinking, anticipatory competency, collaboration, critical thinking and integrated problem-solving. 
How Human Rights Shape Social Citizenship: On Citizenship and the Understanding of Economic and Social Rights (Washington University Global Studies Law Review. Vol.13, No.2) Год публикации: 2014 Автор: Ulrike Davy Организация-автор: Washington University This Article reconceptualizes citizenship, a notion usually tied to the nation state, as “layered.” Human rights may serve as the international “layer” of citizenship, addressing nationals and non-nationals alike. It took some time, however, for “social” citizenship to emerge as a human rights issue and, hence, for human rights to become an international layer for social citizenship rights granted on the national level. Around 1993, states started to accept a human rights-based obligation toward the poor, requiring social policies to focus on targeted, individual welfare. Nowadays, poverty mitigation is the human rights core of “social” citizenship. Nowadays, poverty mitigation is the human rights core of “social” citizenship. 
Berlin Declaration on Education for Sustainable Development Год публикации: 2022 Организация-автор: UNESCO In light of the dramatic challenges the world is facing today there is urgent need to transform learning and redesign our societies for the survival of our planet. Education for Sustainable Development (ESD) is key in achieving this change. In May 2021 Ministers of Education from around the world, youth, teachers, scientists and civil society, came together virtually at the UNESCO World Conference on Education for Sustainable Development. They adopted the Berlin Declaration for Sustainable Development, expressing their commitment to harness the power of ESD to build a more just, equal, equitable and sustainable world.The purpose of this online publication is to contextualize the promises made in the Berlin Declaration and explain complex terms and concepts contained in the document, thus rendering its content easily accessible to the wider public. The main body of the text presents the Declaration itself, while the explanatory boxes provide practical background information about sustainable development, Sustainable Development Goal target 4.7 as well as interesting links to find more information about ESD, climate change, green technologies and other related issues. 
5ème Forum de l’UNESCO sur l’éducation transformatrice pour le développement durable, la citoyenneté mondiale, la santé et le bien-être: Recommandations pour l’action en vue d’une éducation transformatrice Год публикации: 2022 Организация-автор: UNESCO À la lumière des défis contemporains et émergents tels que le changement climatique, les idéologies violentes et haineuses, les conflits et les risques de pandémies mondiales, l'éducation doit enseigner aux jeunes les connaissances, les compétences, les valeurs et les attitudes nécessaires pour vivre en coopération, être flexibles, penser de manière critique, respecter la diversité, prendre soin de l'environnement et participer activement à la recherche de solutions, tant au niveau local que mondial.L'éducation transformatrice - telle qu'énoncée dans la cible 4.7 de l'objectif de développement durable 4 - est essentielle pour aider les individus à développer ces compétences. L'éducation transformatrice implique un enseignement et un apprentissage qui motivent et habilitent les apprenants à prendre des décisions et des actions éclairées aux niveaux individuel, communautaire et mondial. En mettant l'accent sur la durabilité, la citoyenneté mondiale, la santé et le bien-être pour tous, l'éducation transformatrice implique de veiller à ce que les programmes, la pédagogie, le matériel d'apprentissage, les écoles et les environnements d'apprentissage soient significatifs pour les contextes social, politique, économique, culturel et environnemental.Pour mieux comprendre les progrès concrets de l'éducation transformatrice, l'UNESCO et le Centre Asie-Pacifique d'éducation pour la compréhension internationale (APCEIU) ont co-organisé le 5e Forum de l'UNESCO sur l'éducation transformatrice pour le développement durable, la citoyenneté mondiale, la santé et le bien-être (29 novembre - 1er décembre 2021).La conférence a permis un dialogue productif entre un large éventail d'acteurs des domaines de l'éducation au développement durable (EDD), de l'éducation à la citoyenneté mondiale (ECM), de l'éducation pour la santé et le bien-être sous la « bannière » plus large de l'éducation transformatrice. 
Education for Sustainable Development: Partners in Action Год публикации: 2017 Организация-автор: UNESCO This brochure illustrates key findings and achievements from a monitoring exercise conducted by UNESCO at the halfway point of the initial phase of the GAP. Key partners reported on their progress as of 2016 for 10 indicators -- two in each Priority Action Area -- and toward their target for 2019 which was set as part of their initial commitment.The data summarised here show remarkable progress and suggest that GAP Key Partners and other stakeholders are acting as catalysts for a wide range of ESD efforts. A clear learning agenda has emerged that will inform the second part of the programme and help ensure that ESD evolves, stays relevant and adds value to the full spectrum of Sustainable Development Goals. 
Schools Shall Be Safe Sanctuaries Год публикации: 2022 Организация-автор: Education International (EI) This declaration voices the collective demand by teachers and their unions worldwide that the international community take action to ensure that education is both protected in conflicts and enabled to realize its potential as a force for peace in the world. 
Knowledge-Driven Actions: Transforming Higher Education for Global Sustainability; Independent Expert Group on the Universities and the 2030 Agenda Год публикации: 2022 Автор: Adrian Parr | Agnes Binagwaho | Andy Stirling | Anna Davies | Cheikh Mbow | Dag Olav Hessen | Helena Bonciani Nader | Jamil Salmi | Melody Brown Burkins | Seeram Ramakrishna | Sol Serrano | Sylvia Schmelkes | Tong Shijun | Tristan McCowan Организация-автор: UNESCO With 2030 less than a decade away, it is paramount to think critically and act urgently if we are to achieve the Sustainable Development Goals.Higher education institutions are uniquely positioned to contribute to the social, economic and environmental transformations that are required to tackle the world’s most pressing issues.This report thoroughly discusses the role of higher education institutions in contributing to the 2030 Agenda, through a focus on three interrelated themes: the need to move towards inter- and transdisciplinary modes of producing and circulating knowledge; the imperative of becoming open institutions, fostering epistemic dialogue and integrating diverse ways of knowing; and the demand for a stronger presence in society through proactive engagement and partnering with other societal actors. The report directs attention to the systemic barriers that have inhibited transformations in these three areas so far, and provides advice and examples on how to achieve this. The report calls on higher education leaders and actors to push for transformations within their institutions, using the report’s recommendations to critically reflect and act on their role for achieving the 2030 Agenda. 
Global Education Monitoring Report 2022: Gender Report; Deepening the Debate on Those Still Left Behind Год публикации: 2022 Организация-автор: Global Education Monitoring Report Team | UNESCO The 2022 Gender Report presents fresh insights on progress towards gender parity in education with respect to access, attainment and learning. It showcases the results of new models that provide coherent estimates, combining multiple sources of information, on out-of-school and completion rates. It also reviews the results of learning assessments released over the past 18 months, which present an almost global picture of the gender gap in reading, mathematics and science achievement in lower and upper primary and lower secondary grades. They provide a baseline against which to assess the impact of COVID-19 on inequality when post-pandemic data start being released next year.A companion to the 2021/2 GEM Report, it emphasizes the role of non-state actors in influencing gender inequality in and through education. Non-state actors have filled in provision gaps left by the public education system. The 2022 Gender Report presents evidence on gender gaps in the share of students enrolled in private institutions by sex and what drives these gaps in the various regions. It also provides case studies on the privatization of childcare in high-income countries, the impact of non-state faith-based schools in Asia on gender norms and the role of women’s universities around the world.Some non-state actors have pushed the gender equality agenda forward, while others have undermined progress in order to maintain the status quo. Some have been at the front line for girls’ education in emergencies. Some have lobbied against comprehensive sexuality education. Some champion inclusion of marginalized girls, while others maintain discriminatory gender norms. Depending on the context, it is important not to make assumptions but to look carefully at the data and work together to eliminate all forces that prevent anyone on the basis of gender from fulfilling their potential through education.