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Normes de qualité des écoles vertes: pour des cadres d’apprentissage verts 出版年份: 2024 机构作者: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Le changement climatique menace notre planète et notre avenir. Les écoles et autres institutions d'apprentissage sont des lieux centraux pour accélérer l'action climatique parmi les apprenants et les communautés locales. En donnant aux enseignants et aux élèves les moyens de comprendre le changement climatique dans leur propre contexte, ils contribuent à rendre les sociétés plus durables et plus résilientes face au climat. Cette publication fournit pour la première fois une norme de qualité pour la « vérdisation » des écoles et autres environnements d'apprentissage. Elle présente quatre domaines clés pour intégrer les principes de durabilité et l'action climatique : 1) la gouvernance scolaire, 2) les infrastructures et l'exploitation, 3) l'enseignement et l'apprentissage, et 4) l'engagement communautaire. Grâce au Partenariat pour une éducation verte, cette norme établit un langage commun pour tous les acteurs afin d'atteindre ensemble l'objectif mondial de verdir au moins 50 % des écoles dans tous les pays d'ici 2030. Les décideurs politiques et les ministères responsables des schémas d'accréditation éducatifs, ainsi que les éducateurs, les apprenants et les communautés, sont encouragés à utiliser la norme de qualité des écoles vertes et à rejoindre le mouvement des écoles prêtes pour le climat, afin de garantir que chaque apprenant soit équipé pour relever les défis climatiques. 
الإرشادات التوجيهية لتخضير مناهج التعليم والتعلّم من أجل العمل المناخيّ 出版年份: 2024 机构作者: منظمة الأمم المتحدة للتربية والعلم والثقافة (UNESCO) This Guidance responds to the calls from young people for a holistic approach to climate change and sustainability in the curriculum. It outlines a common language on how quality climate change and sustainability can be reflected in the curriculum by setting expected learning outcomes per age group (from 5-year olds and up to 18+ age group, including a lifelong learning approach).This is crucial for accelerating country-level action and ensuring joint monitoring of progress. The objective is to have 90 per cent of all countries include climate change in their curricula by 2030, as established by the Greening Education Partnership.This Guidance aims to support countries, schools or individual practitioners in reassessing their ongoing practices to adopt a more action-oriented, holistic, scientifically accurate, justice-driven and lifelong learning approach to climate change. 
Berlin Declaration on Education for Sustainable Development; Learn for Our Planet: Act for Sustainability 出版年份: 2022 机构作者: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) From 17 May to 19 May 2021 around 2800 people – politicians, business people, youth leaders, scientists, Non-governmental organizations, and many more - from 160 countries came together virtually at the UNESCO World Conference on Education for Sustainable Development (ESD) 2021. During the conference, they expressed their commitment to use the transformative power of education in order to address the global challenges we face. The Berlin Declaration was the main result of the conference.The Berlin Declaration on Education for Sustainable Development is an important document that emphasizes the significance of ESD for each and every one of us. It identifies concrete challenges the global community is facing and calls for changes that are urgently needed in order to fully integrate and strengthen ESD in all educational contexts. 
Teachers Have Their Say: Motivation, Skills and Opportunities to Teach Education for Sustainable Development and Global Citizenship 出版年份: 2021 机构作者: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) | Education International (EI) This report examines how ready teachers are to meet the promise of Sustainable Development Goal 4 on Education and Target 4.7, which calls on countries ‘to ensure that all learners acquire the knowledge and skills needed to promote sustainable development’. 
Climate Change and Sustainability in Science and Social Science Secondary School Curricula 出版年份: 2024 作者: Marcia McKenzie | Aaron Benavot 机构作者: UNESCO There is an urgent need to transform the way climate change and sustainability are taught in classrooms and at schools. Learners must grasp the environmental impacts of climate change, how climate change relates to their own context and what actions can be undertaken and contribute to making societies more sustainable, equitable, just and climate-resilient. The findings presented in this publication indicate that accelerated efforts are needed. In a study of over 530 Grade 9 science and social science curricula from 85 countries worldwide, we found that 69 per cent of curricula contained no references to climate change, while 66 per cent had no references to sustainability. Furthermore, while 69 per cent of surveyed teachers from eight of the countries studied reported that environment, sustainability and climate change topics were included in the science and social science curricula in their schools only 50 per cent included them in their teaching. While there is a notable inclusion of environment, sustainability and climate change in science and social science curricula across countries, the depth of focus of this inclusion varies widely. Cognitive learning prevails over social and emotional or action-oriented learning. Climate change and sustainability in school practices must be strengthened, with teachers playing a key role in enhancing integration through teaching methods and materials. Green School Quality Standard: Greening Every Learning Environment 出版年份: 2024 机构作者: UNESCO Climate change threatens our planet and future. Schools and other learning institutions are central places for accelerating climate action among learners and local communities. By empowering teachers and students to understand climate change in their own context contribute to making societies more sustainable and climate resilient. This publication provides for the first time ever a quality standard for greening schools and other learning environments. It outlines four core areas for integrating sustainability principles and climate action: 1) school governance, 2) facilities and operation, 3) teaching and learning, and 4) community engagement. Through the Greening Education Partnership, this standard establishes a common language for all stakeholders to jointly reach the global target of greening at least 50% of schools in all countries by 2030. Policy-makers and ministries in charge of education accreditation schemes, as well as educators, learners and communities are encouraged to use the green school quality standard and join the climate-ready school movement to ensure that every learner is equipped to address climate challenges. 
Greening Curriculum Guidance: Teaching and Learning for Climate Action 出版年份: 2024 机构作者: UNESCO This Guidance responds to the calls from young people for a holistic approach to climate change and sustainability in the curriculum. It outlines a common language on how quality climate change and sustainability can be reflected in the curriculum by setting expected learning outcomes per age group (from 5-year olds and up to 18+ age group, including a lifelong learning approach).This is crucial for accelerating country-level action and ensuring joint monitoring of progress. The objective is to have 90 per cent of all countries include climate change in their curricula by 2030, as established by the Greening Education Partnership.This Guidance aims to support countries, schools or individual practitioners in reassessing their ongoing practices to adopt a more action-oriented, holistic, scientifically accurate, justice-driven and lifelong learning approach to climate change. 
Guía para hacer verdes los currículos: enseñanza y aprendizaje para la acción climática 出版年份: 2025 机构作者: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) Hacer verdes los currículos con el fin de preparar a todos los estudiantes para el cambio climático. La educación es una herramienta poderosa para transformar el mundo e impulsar la acción contra el cambio climático a largo plazo.Esta guía responde a los llamados de las juventudes en favor de un enfoque holístico del cambio climático y la sostenibilidad en los planes de estudio. Define un lenguaje en común sobre cómo debe reflejarse con calidad el cambio climático y la sostenibilidad en los planes de estudio, mediante el establecimiento de los resultados de aprendizaje esperados por grupo etario (grupos de 5 años hasta mayores de 18 años, incluyendo un enfoque de aprendizaje a lo largo de toda la vida).Esto es crucial para acelerar la acción a nivel de los países y garantizar el seguimiento conjunto de los progresos. La meta es lograr que el 90 por ciento de todos los países incluyan el cambio climático en sus planes de estudio para el año 2030, según lo establecido por la Alianza para una Educación Verde.Esta guía tiene el propósito de apoyar a países, escuelas y profesionales en la revisión de las prácticas que tienen en marcha para adoptar un enfoque del cambio climático más orientado a la acción, holístico, científicamente preciso, impulsado por la justicia y con una perspectiva de aprendizaje a lo largo de toda la vida. 
Empowering Learners and Teachers for Climate Action 出版年份: 2023 机构作者: UNESCO Climate change is impacting every aspect of life around the world and posing a growing threat to people and their livelihoods. It is critical to equip learners with the knowledge, skills, attitudes and behaviours to effectively address the climate crisis. Globally, there remain significant gaps in how climate change education and sustainability are taught in classrooms. Getting every learner climate-ready requires a holistic approach that involves adapting curricula, training teachers, rethinking schools and empowering communities. As part of its ongoing work on Education for Sustainable Development (ESD) and its role as secretariat to the Greening Education Partnership, UNESCO is currently developing a Green School Quality Standard and Greening Curriculum Guidance to mainstream climate education in schools and educational institutions. 
Educación no formal, desarrollo sostenible y la Agenda de Educación 2030: Estudio de prácticas de la sociedad civil en América Latina y el Caribe 出版年份: 2020 机构作者: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) En esta publicación, se muestran 27 iniciativas de la sociedad civil de diversos países de la región de América Latina y el Caribe que trabajan promoviendo acciones y programas para lograr el cumplimiento de la Meta 4.7 desde la educación no formal. En el estudio, se busca que las propias organizaciones expongan su trabajo, los retos que enfrentan en la implementación de sus programas y sus mayores logros.