loving plants to sustain the Earth Educational needs of the 16–19 age group: A sociological perspective This paper attempts to draw a sociological profile of young people in Europe between 15–19 years of age. It points out changes in the socialisation functions of the three institutions, family, school and peer group. The second half of the article surveys quantitative aspects of the educational performance of this age group, pointing out similarities and dissimilarities between the various European countries. The final part is concerned with the effects of inequality of opportunity (socio-cultural, sex-based, and regional) on educational achievement. In diesem Aufsatz wird versucht, ein soziologisches Bild von Fünfzehn- bis Neunzehnjährigen in Europa zu geben. Im zweiten Teil bringt der Artikel einen Überblick über die quantitativen Aspekte der Erziehung dieser Altersgruppe, wobei die Ähnlichkeiten und Unterschiede zwischen den verschiedenen europäischen Ländern gezeigt werden.
Priority Africa The programme "Priority Africa" was launched in 1989 in response to priorities expressed by African countries in the Lagos Plan of Action for the economic and social development of Africa, adopted in 1980 by the Heads of State of the Organisation of African Unity (OAU) during an extraordianary session devoted to economic problems of the continent. The programme was then inscribed in the framework of the final phase of the Programme of Action for the United Nations Economic Recovery and Development 1986-1990 (UNPAAERD), where UNESCO had specifically been charged to promote the development of human resources that Africa needed. In 1995, UNESCO organised an international meeting entitled "Audience Africa", in order determine the priorities of the continent in the framework of the World Summit for Social Development in Copenhagen (1995).
Education for Sustainability | Sustainable Schools Project Educating for Sustainability is “learning that links knowledge, inquiry, and action to help students build a healthy future for their communities and the planet.” EFS helps teachers bridge grade levels and subject areas, curriculum and school operations, parent and community partnerships. Through SSP, a school develops its own meaningful, coherent approach to improve curriculum, community partnerships and campus ecology. Teachers learn about the community’s vision and strategies for a sustainable future, then bring this larger dialogue into their curriculum with a focus that’s appropriate for their students. This fosters ongoing school-community partnerships that gain staying power from their ties to the curriculum and to each other. With each lesson learned, students develop their own understanding of the web of connections that make up their community and their role in it. Read the US Partnership's White Paper on Education for Sustainability.
Activities by themes Empowering people through the free flow of ideas and by access to information and knowledge. This page provides a thematic presentation of UNESCO's activities in the areas of communication and information. Click on a theme and discover the detail. Access to Information UNESCO supports actions designed to empower people so that they can access and contribute to information and knowledge flows. ArchivesCommunity Multimedia CentresE-GovernanceEthical Issues of Information SocietyFreedom of InformationInformation Processing ToolsInternet GovernanceLibrariesPublic Domain InformationPC Refurbishment Capacity Building UNESCO’s actions focuses providing people with the skills and abilities for critical reception, assessment and use of information in their professional and personal lives through media education and information literacy programmes. Freedom of Expression Promoting Freedom of Expression, Press Freedom, Independence and Pluralism of the Media, Democraty, Peace and Tolerance News
Principles of Sustainability The earth is a naturally sustainable system. However, the accumulated impacts of human activity threaten our continued well-being. Research by an international network o f scientists defined three basic conditions that must be met to maintain the essential natural resources, structures and functions that sustain human society. They also acknowledged that human action is the primary cause of the rapid degradation of nature. A fourth system condition addresses the social and economic considerations driving those actions and our capacity as human beings to meet our basic needs. While written to be clear scientifically, the specific wording of the four system conditions can be confusing. The problem is not that we mine and use heavy metals, or use chemicals and compounds produced by society, or disrupt natural processes, or even temporarily interfere with people’s capacity to meet their basic needs.
THE CLUB OF ROME Club of Rome “How the Quest for Mineral Wealth Is Plundering the Planet” – Find out more about the 33rd Report to the Club of Rome, to be released in English on 12th June 2014! [...] Shale Gas Fracking – Bubble, Scare or Solution? Hydraulic fracturing – or “fracking” – of shale gas is a highly controversial contemporary topic in politics, society and business alike. A New Story for a New Economy Economists debate whether the economy is recovering from the financial crash of 2008. Why Empires Fall Empires seem to be a typical human structure that reappears over and over in history. Direct Democracy for Climate Protection in Switzerland The Club of Rome is organizing partner of the “Klimalandsgemeinde 2014″, a project based on the traditional Swiss direct democracy approach, granting 10.000 Swiss Francs for the implementation of local climate protection initiatives. [...] Club of Rome Member Ashok Khosla honoured with Zayed International Prize Acting on climate change
Education for Sustainable Development Abstract This article can be read as a stand alone piece but it is the intention of ATSE to eventually have clear links to ESD in many of the articles we produce. Here, however, we focus especially on some of the current thinking about ESD in ITE within Science. This article contains:Ideas for Exemplar ITE Module Outlines which focus on ESD including :1.An ESD Elective module with a science element available to all trainees - Here you are provided with a full outline of an elective module undertaken in the fourth and final year of a BA Primary Honours programme available to all trainees following this programme some of which included science specaialists. 2.A Science Leadership module with an ESD perspective available to only science specialist trainees - Here again a fourth and final year module of a BA Primary Honours programme is given . Keywords: ESD and Science, ITE, Skills, Attitudes, Values, Assignments and Directed Tasks 1.0 Rationale 2.1 Introduction 2.2.2 The Aims 2. 3.
Objectives - CHILDREN'S RESOURCELESS FUTURE by lore popa on Prezi info 1 info 3