Sentences with phrase «goals in global education»

Not exact matches

My goal is to make Rotman a truly global brand in management education and research.

Through education, support, advocacy and research, API's principal goal is to heighten global awareness of the profound significance of secure attachment — not only to invest in our children's bright futures, but to reduce and ultimately prevent emotional and physical mistreatment of children, addiction, crime, behavioral disorders, mental illness and other outcomes of early unhealthy attachment.

Through education, support, advocacy and research, API's principal goal is to heighten global awareness of the profound significance of secure attachment - not only to reduce and ultimately prevent emotional and physical mistreatment of children, addiction, crime, behavioral disorders, mental illness, and other outcomes of early unhealthy attachment, but to invest in our children's bright futures.

In an introductory essay, Reimers and co-authors recount the historical roots of global education and explain the significance of the Sustainable Development Goals adopted by the United Nations in 201In an introductory essay, Reimers and co-authors recount the historical roots of global education and explain the significance of the Sustainable Development Goals adopted by the United Nations in 201in 2015.

Education must rise to the top of the global development agenda — this is the goal of Education First, the new global initiative of the United Nations Secretary - General, Ban Ki - moon, launched in September 2012.

In addition, in some nations education goals have focused very narrowly on the development of skills that are presumed to contribute to national economic competitiveness, the formation of national identity, and local relevance, without sufficient attention to the development of the skills that contribute to effective citizenship and global citizenshiIn addition, in some nations education goals have focused very narrowly on the development of skills that are presumed to contribute to national economic competitiveness, the formation of national identity, and local relevance, without sufficient attention to the development of the skills that contribute to effective citizenship and global citizenshiin some nations education goals have focused very narrowly on the development of skills that are presumed to contribute to national economic competitiveness, the formation of national identity, and local relevance, without sufficient attention to the development of the skills that contribute to effective citizenship and global citizenship.

However, in defining the upcoming Sustainable Development Goals, CYFI is willing to leave its mark on Global Citizenship Education; thus, sharing a common ground composed of financial responsibility, social values and sustainable livelihoods.

Reimers is working toward the achievement of these goals in his capacity as co-chair of the Global Education Advisory Council of the Massachussetts Department of Education, and as a member of a panel of the National Academy of Sciences reviewing 14 federally funded programs to promote the internationalization of American universities.

A new Gender Report compiled by UNESCO's EFA Global Monitoring Report (GMR) for International Day of the Girl Child, shows that fewer than half of countries — of which none in sub-Saharan Africa — have achieved the goal of gender parity in both primary and secondary education, even though all were supposed to achieve it by 2005.

The EFA GMR's last report showed that only a third of countries had reached global education goals set in 2000, and identified conflict as one of the major barriers to achieving better results.

Category: Africa, English, global citizenship education, Millennium Development Goals, Universal Education · Tags: Director - General of UNESCO, EFA, Ethiopia, global citizenship education, Irina Bokova, ITU, Millennium Development Goals, Third Financing for Development Conference in Addis Ababa, UNCTAD, UNDESA, UNEP, UNESCO, UNESCO's Education for All Global Monitoring Report, UNIDO, WIP, Worlglobal citizenship education, Millennium Development Goals, Universal Education · Tags: Director - General of UNESCO, EFA, Ethiopia, global citizenship education, Irina Bokova, ITU, Millennium Development Goals, Third Financing for Development Conference in Addis Ababa, UNCTAD, UNDESA, UNEP, UNESCO, UNESCO's Education for All Global Monitoring Report, UNIDO, WIP, Weducation, Millennium Development Goals, Universal Education · Tags: Director - General of UNESCO, EFA, Ethiopia, global citizenship education, Irina Bokova, ITU, Millennium Development Goals, Third Financing for Development Conference in Addis Ababa, UNCTAD, UNDESA, UNEP, UNESCO, UNESCO's Education for All Global Monitoring Report, UNIDO, WIP, WEducation · Tags: Director - General of UNESCO, EFA, Ethiopia, global citizenship education, Irina Bokova, ITU, Millennium Development Goals, Third Financing for Development Conference in Addis Ababa, UNCTAD, UNDESA, UNEP, UNESCO, UNESCO's Education for All Global Monitoring Report, UNIDO, WIP, Worlglobal citizenship education, Irina Bokova, ITU, Millennium Development Goals, Third Financing for Development Conference in Addis Ababa, UNCTAD, UNDESA, UNEP, UNESCO, UNESCO's Education for All Global Monitoring Report, UNIDO, WIP, Weducation, Irina Bokova, ITU, Millennium Development Goals, Third Financing for Development Conference in Addis Ababa, UNCTAD, UNDESA, UNEP, UNESCO, UNESCO's Education for All Global Monitoring Report, UNIDO, WIP, WEducation for All Global Monitoring Report, UNIDO, WIP, WorlGlobal Monitoring Report, UNIDO, WIP, World Bank

In May 2015, Chiefs of State and Ministries of Education of the UN countries, as well representatives of global civil society organizations, universities, entrepreneurs and media will meet in the city of Incheon, South Korea, to discuss and firm a commitment with the realization of the 4th Sustainable Development Goal of the post 2015 Agenda: Ensure inclusive and equitable quality education and promote life - long learning opportunities for alIn May 2015, Chiefs of State and Ministries of Education of the UN countries, as well representatives of global civil society organizations, universities, entrepreneurs and media will meet in the city of Incheon, South Korea, to discuss and firm a commitment with the realization of the 4th Sustainable Development Goal of the post 2015 Agenda: Ensure inclusive and equitable quality education and promote life - long learning opportunitiesEducation of the UN countries, as well representatives of global civil society organizations, universities, entrepreneurs and media will meet in the city of Incheon, South Korea, to discuss and firm a commitment with the realization of the 4th Sustainable Development Goal of the post 2015 Agenda: Ensure inclusive and equitable quality education and promote life - long learning opportunities for alin the city of Incheon, South Korea, to discuss and firm a commitment with the realization of the 4th Sustainable Development Goal of the post 2015 Agenda: Ensure inclusive and equitable quality education and promote life - long learning opportunitieseducation and promote life - long learning opportunities for all.

Although these projects are in their nascent stages, they are the stepping stones to my ultimate goal in pushing the frontier of global education.

He works also in the area of global citizenship education and in how to align education policies with the achievement of the Sustainable Development Goals.

Category: Africa, Arabic, English, global citizenship education, Middle East, Millennium Development Goals, Private Institution, Public Institution, Universal Education · Tags: branch campus, business school, campus management systems, college, edtech in higher education, education accreditation, Higher Education, higher education leadership, home campus, innovation in higher education, leadership school, management school, middle east research capability, post graduate education middle east, research funding, research in the middle east, technology in higher education, undergraduate education middle east, university, university administration, universiteducation, Middle East, Millennium Development Goals, Private Institution, Public Institution, Universal Education · Tags: branch campus, business school, campus management systems, college, edtech in higher education, education accreditation, Higher Education, higher education leadership, home campus, innovation in higher education, leadership school, management school, middle east research capability, post graduate education middle east, research funding, research in the middle east, technology in higher education, undergraduate education middle east, university, university administration, universitEducation · Tags: branch campus, business school, campus management systems, college, edtech in higher education, education accreditation, Higher Education, higher education leadership, home campus, innovation in higher education, leadership school, management school, middle east research capability, post graduate education middle east, research funding, research in the middle east, technology in higher education, undergraduate education middle east, university, university administration, universiteducation, education accreditation, Higher Education, higher education leadership, home campus, innovation in higher education, leadership school, management school, middle east research capability, post graduate education middle east, research funding, research in the middle east, technology in higher education, undergraduate education middle east, university, university administration, universiteducation accreditation, Higher Education, higher education leadership, home campus, innovation in higher education, leadership school, management school, middle east research capability, post graduate education middle east, research funding, research in the middle east, technology in higher education, undergraduate education middle east, university, university administration, universitEducation, higher education leadership, home campus, innovation in higher education, leadership school, management school, middle east research capability, post graduate education middle east, research funding, research in the middle east, technology in higher education, undergraduate education middle east, university, university administration, universiteducation leadership, home campus, innovation in higher education, leadership school, management school, middle east research capability, post graduate education middle east, research funding, research in the middle east, technology in higher education, undergraduate education middle east, university, university administration, universiteducation, leadership school, management school, middle east research capability, post graduate education middle east, research funding, research in the middle east, technology in higher education, undergraduate education middle east, university, university administration, universiteducation middle east, research funding, research in the middle east, technology in higher education, undergraduate education middle east, university, university administration, universiteducation, undergraduate education middle east, university, university administration, universiteducation middle east, university, university administration, university funding

Education for Life members visited the United Nations of Ecuador to present them their local work and to propose new networks, based in Global Education, which helps to achieve the Millennium Development Goals of the United Nations.

In September, the 17 global goals were adopted, with one full - fledged goal on education that is universal and comprehensive, and reflects the vision that we have advocated for over the course of national, regional and global consultations and negotiations.

John Tighe: In the next five to ten years, BAM Education will continue to explore, develop, and implement programs that thrive in the intersection between education, technology and the arts with the goal of being an innovative global leader in this areIn the next five to ten years, BAM Education will continue to explore, develop, and implement programs that thrive in the intersection between education, technology and the arts with the goal of being an innovative global leader in tEducation will continue to explore, develop, and implement programs that thrive in the intersection between education, technology and the arts with the goal of being an innovative global leader in this arein the intersection between education, technology and the arts with the goal of being an innovative global leader in teducation, technology and the arts with the goal of being an innovative global leader in this arein this area.

The goal was to contribute to the challenges posed by the implementation of Global Education after Declaration of Maastricht in 2002, which requires multilateral policy coordination at all levels.

The new Global Education Monitoring (GEM) Report by UNESCO, shows the potential for education to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable Development (Global Education Monitoring (GEM) Report by UNESCO, shows the potential for education to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable DevelopmenEducation Monitoring (GEM) Report by UNESCO, shows the potential for education to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable Developmeneducation to propel progress towards all global goals outlined in the new 2030 Agenda for Sustainable Development (global goals outlined in the new 2030 Agenda for Sustainable Development (SDGs).

The Prize contributes to the attainment of Sustainable Development Goals 4 — on education — and 5 — on gender equality, and supports UNESCO's global priorities included in the Medium - term Strategy 2014 - 2021 and the Gender Equality Action Plan 2014 - 2021 (GEAP II).

The team of «Educar para Vivir», with Javier Collado as coordinator, propose in this video the idea that Global Education supports cross-cultural and innovate methologies to achieve meaningful learning and a phenomenological awareness of citizenship to achieve the progress in the humanity's evolution: compliancing the Millennium Development Goals of the United Nations for 2015 and -LSB-...]

On day November 14, 2012, Education for Life presented the International Conference on «The Role of Global Education in the Millennium Development Goals of the United Nations ``, together with Mr. Dante Augusto Galeffi, Coordinator at Multidisciplinary and Multi-institutional PhD in Dissemination of Knowledge of the Federal University of Bahia (Brazil).

At the international event, Javier Collado had the opportunity to let experts know about his work «Global Citizenship Education and Sustainable Development Goals: A Transdisciplinary and Biomimetic Perspective ``, a research that seeks to integrate eco-ethics as a pedagogical practice in the implementation of the GCED: identifying the vital axises that constitute the interdependence of ecosystems to make a biomimetic application in social, political, and educational structures of human systems.

The theme for Global Education Week 2012, chosen in consultation with the NSC GEW network national co-ordinators, and having the Millennium Development Goals as an inspirational background, is

Category: Asia, End Poverty and Hunger, English, Environmental Sustainability, Gender Equality, global citizenship education, Global Partnership, Millennium Development Goals, Private Institution, Public Institution, Refugee and displaced, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Australia, Culture of Peace, Delors report, Education, Indonesia, International Day of Peace, Learning to Live Together Education Policies and realities in the Asia - Pacific, Malaysia, Myanmar, Nepal, Non-Cognitive Skills, non-violence, peace, Quality of Education, Republic of Korea, Socio - Emotional Skills, Sri Lanka, sustainable development, sustainable world, Thailand, The Philippines, tolerance, UNESCO, UNESCO Bglobal citizenship education, Global Partnership, Millennium Development Goals, Private Institution, Public Institution, Refugee and displaced, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Australia, Culture of Peace, Delors report, Education, Indonesia, International Day of Peace, Learning to Live Together Education Policies and realities in the Asia - Pacific, Malaysia, Myanmar, Nepal, Non-Cognitive Skills, non-violence, peace, Quality of Education, Republic of Korea, Socio - Emotional Skills, Sri Lanka, sustainable development, sustainable world, Thailand, The Philippines, tolerance, UNESCO, UNESCeducation, Global Partnership, Millennium Development Goals, Private Institution, Public Institution, Refugee and displaced, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Australia, Culture of Peace, Delors report, Education, Indonesia, International Day of Peace, Learning to Live Together Education Policies and realities in the Asia - Pacific, Malaysia, Myanmar, Nepal, Non-Cognitive Skills, non-violence, peace, Quality of Education, Republic of Korea, Socio - Emotional Skills, Sri Lanka, sustainable development, sustainable world, Thailand, The Philippines, tolerance, UNESCO, UNESCO BGlobal Partnership, Millennium Development Goals, Private Institution, Public Institution, Refugee and displaced, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Australia, Culture of Peace, Delors report, Education, Indonesia, International Day of Peace, Learning to Live Together Education Policies and realities in the Asia - Pacific, Malaysia, Myanmar, Nepal, Non-Cognitive Skills, non-violence, peace, Quality of Education, Republic of Korea, Socio - Emotional Skills, Sri Lanka, sustainable development, sustainable world, Thailand, The Philippines, tolerance, UNESCO, UNESCEducation, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Australia, Culture of Peace, Delors report, Education, Indonesia, International Day of Peace, Learning to Live Together Education Policies and realities in the Asia - Pacific, Malaysia, Myanmar, Nepal, Non-Cognitive Skills, non-violence, peace, Quality of Education, Republic of Korea, Socio - Emotional Skills, Sri Lanka, sustainable development, sustainable world, Thailand, The Philippines, tolerance, UNESCO, UNESCEducation, Indonesia, International Day of Peace, Learning to Live Together Education Policies and realities in the Asia - Pacific, Malaysia, Myanmar, Nepal, Non-Cognitive Skills, non-violence, peace, Quality of Education, Republic of Korea, Socio - Emotional Skills, Sri Lanka, sustainable development, sustainable world, Thailand, The Philippines, tolerance, UNESCO, UNESCEducation Policies and realities in the Asia - Pacific, Malaysia, Myanmar, Nepal, Non-Cognitive Skills, non-violence, peace, Quality of Education, Republic of Korea, Socio - Emotional Skills, Sri Lanka, sustainable development, sustainable world, Thailand, The Philippines, tolerance, UNESCO, UNESCEducation, Republic of Korea, Socio - Emotional Skills, Sri Lanka, sustainable development, sustainable world, Thailand, The Philippines, tolerance, UNESCO, UNESCO Bangkok

Category: Africa, Asia, Central America, Child Health, Combat HIV / AIDS, End Poverty and Hunger, English, Environmental Sustainability, Europe, Gender Equality, global citizenship education, Global Partnership, Maternal Health, Millennium Development Goals, North America, Oceania, Refugee and displaced, South America, Transversal Studies, Universal Education, Your experiences, Your ideas · Tags: adults, alternatives, children, children educational settings, Convention on the Rights of the Child, disabilities, educational process, Egypt, Environment, Gender, girls, Global Education Magazine, Global Initiative to End All Corporal Punishment of Children, Global Initiative to End All Corporal Punishment of Children reports, human rights - based approach to education, ILO, Indigenous, indigenous development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings, WHO,global citizenship education, Global Partnership, Maternal Health, Millennium Development Goals, North America, Oceania, Refugee and displaced, South America, Transversal Studies, Universal Education, Your experiences, Your ideas · Tags: adults, alternatives, children, children educational settings, Convention on the Rights of the Child, disabilities, educational process, Egypt, Environment, Gender, girls, Global Education Magazine, Global Initiative to End All Corporal Punishment of Children, Global Initiative to End All Corporal Punishment of Children reports, human rights - based approach to education, ILO, Indigenous, indigenous development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings, Weducation, Global Partnership, Maternal Health, Millennium Development Goals, North America, Oceania, Refugee and displaced, South America, Transversal Studies, Universal Education, Your experiences, Your ideas · Tags: adults, alternatives, children, children educational settings, Convention on the Rights of the Child, disabilities, educational process, Egypt, Environment, Gender, girls, Global Education Magazine, Global Initiative to End All Corporal Punishment of Children, Global Initiative to End All Corporal Punishment of Children reports, human rights - based approach to education, ILO, Indigenous, indigenous development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings, WHO,Global Partnership, Maternal Health, Millennium Development Goals, North America, Oceania, Refugee and displaced, South America, Transversal Studies, Universal Education, Your experiences, Your ideas · Tags: adults, alternatives, children, children educational settings, Convention on the Rights of the Child, disabilities, educational process, Egypt, Environment, Gender, girls, Global Education Magazine, Global Initiative to End All Corporal Punishment of Children, Global Initiative to End All Corporal Punishment of Children reports, human rights - based approach to education, ILO, Indigenous, indigenous development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings, WEducation, Your experiences, Your ideas · Tags: adults, alternatives, children, children educational settings, Convention on the Rights of the Child, disabilities, educational process, Egypt, Environment, Gender, girls, Global Education Magazine, Global Initiative to End All Corporal Punishment of Children, Global Initiative to End All Corporal Punishment of Children reports, human rights - based approach to education, ILO, Indigenous, indigenous development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings, WHO,Global Education Magazine, Global Initiative to End All Corporal Punishment of Children, Global Initiative to End All Corporal Punishment of Children reports, human rights - 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based approach to education, ILO, Indigenous, indigenous development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings, WHO,Global Initiative to End All Corporal Punishment of Children reports, human rights - based approach to education, ILO, Indigenous, indigenous development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings, Weducation, ILO, Indigenous, indigenous development, International Year for the Culture of Peace's, marginalized, non-discrimination, non-violence, peace, role play, School Day of Non-violence and Peace, Scientific and Cultural Organization, skills, students, Sub-Saharan Africa, Sudan, Teacher's Guide to End Violence in Schools, teachers, UN Educational, UNICEF, United Nations, violence, Violence Against Children, Violence in schools and educational settings, WHO, women

Category: Africa, Asia, Central America, Child Health, Combat HIV / AIDS, End Poverty and Hunger, English, English, Environmental Sustainability, Europe, Gender Equality, global citizenship education, Global Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, South America, Transversal Studies, Universal Education, Voluntary Association, Welcome from Director, Your ideas · Tags: and Rio +20 (2012), Belgrade Charter (1975), complexity, cosmodern consciousness, Education, emerging perspective, envrionmental problems, Finland Report (1997), future generations, global citizenship education, Homeland - Earth, humanity, Johannesburg Summit (2002), knowledge, Kyoto Protocol (1997 - 2005), poli - logic phenomenology, self - eco-organization, sustainable development, the Brundtland Report (1987), the Conference of Tbilisi (1977), the Conference on Climate Change in Copenhagen (2009), the COP16 in Cancun (2010), the Earth Charter (Rio 92), transcultural, transdisciplinary, transnational, transpolitical, UNESCO, universe, World Environmental Day, world - sglobal citizenship education, Global Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, South America, Transversal Studies, Universal Education, Voluntary Association, Welcome from Director, Your ideas · Tags: and Rio +20 (2012), Belgrade Charter (1975), complexity, cosmodern consciousness, Education, emerging perspective, envrionmental problems, Finland Report (1997), future generations, global citizenship education, Homeland - Earth, humanity, Johannesburg Summit (2002), knowledge, Kyoto Protocol (1997 - 2005), poli - logic phenomenology, self - eco-organization, sustainable development, the Brundtland Report (1987), the Conference of Tbilisi (1977), the Conference on Climate Change in Copenhagen (2009), the COP16 in Cancun (2010), the Earth Charter (Rio 92), transcultural, transdisciplinary, transnational, transpolitical, UNESCO, universe, World Environmental Day, world education, Global Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, South America, Transversal Studies, Universal Education, Voluntary Association, Welcome from Director, Your ideas · Tags: and Rio +20 (2012), Belgrade Charter (1975), complexity, cosmodern consciousness, Education, emerging perspective, envrionmental problems, Finland Report (1997), future generations, global citizenship education, Homeland - Earth, humanity, Johannesburg Summit (2002), knowledge, Kyoto Protocol (1997 - 2005), poli - logic phenomenology, self - eco-organization, sustainable development, the Brundtland Report (1987), the Conference of Tbilisi (1977), the Conference on Climate Change in Copenhagen (2009), the COP16 in Cancun (2010), the Earth Charter (Rio 92), transcultural, transdisciplinary, transnational, transpolitical, UNESCO, universe, World Environmental Day, world - sGlobal Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, South America, Transversal Studies, Universal Education, Voluntary Association, Welcome from Director, Your ideas · Tags: and Rio +20 (2012), Belgrade Charter (1975), complexity, cosmodern consciousness, Education, emerging perspective, envrionmental problems, Finland Report (1997), future generations, global citizenship education, Homeland - Earth, humanity, Johannesburg Summit (2002), knowledge, Kyoto Protocol (1997 - 2005), poli - logic phenomenology, self - eco-organization, sustainable development, the Brundtland Report (1987), the Conference of Tbilisi (1977), the Conference on Climate Change in Copenhagen (2009), the COP16 in Cancun (2010), the Earth Charter (Rio 92), transcultural, transdisciplinary, transnational, transpolitical, UNESCO, universe, World Environmental Day, world Education, Voluntary Association, Welcome from Director, Your ideas · Tags: and Rio +20 (2012), Belgrade Charter (1975), complexity, cosmodern consciousness, Education, emerging perspective, envrionmental problems, Finland Report (1997), future generations, global citizenship education, Homeland - Earth, humanity, Johannesburg Summit (2002), knowledge, Kyoto Protocol (1997 - 2005), poli - logic phenomenology, self - eco-organization, sustainable development, the Brundtland Report (1987), the Conference of Tbilisi (1977), the Conference on Climate Change in Copenhagen (2009), the COP16 in Cancun (2010), the Earth Charter (Rio 92), transcultural, transdisciplinary, transnational, transpolitical, UNESCO, universe, World Environmental Day, world Education, emerging perspective, envrionmental problems, Finland Report (1997), future generations, global citizenship education, Homeland - Earth, humanity, Johannesburg Summit (2002), knowledge, Kyoto Protocol (1997 - 2005), poli - logic phenomenology, self - eco-organization, sustainable development, the Brundtland Report (1987), the Conference of Tbilisi (1977), the Conference on Climate Change in Copenhagen (2009), the COP16 in Cancun (2010), the Earth Charter (Rio 92), transcultural, transdisciplinary, transnational, transpolitical, UNESCO, universe, World Environmental Day, world - sglobal citizenship education, Homeland - Earth, humanity, Johannesburg Summit (2002), knowledge, Kyoto Protocol (1997 - 2005), poli - logic phenomenology, self - eco-organization, sustainable development, the Brundtland Report (1987), the Conference of Tbilisi (1977), the Conference on Climate Change in Copenhagen (2009), the COP16 in Cancun (2010), the Earth Charter (Rio 92), transcultural, transdisciplinary, transnational, transpolitical, UNESCO, universe, World Environmental Day, world education, Homeland - Earth, humanity, Johannesburg Summit (2002), knowledge, Kyoto Protocol (1997 - 2005), poli - logic phenomenology, self - eco-organization, sustainable development, the Brundtland Report (1987), the Conference of Tbilisi (1977), the Conference on Climate Change in Copenhagen (2009), the COP16 in Cancun (2010), the Earth Charter (Rio 92), transcultural, transdisciplinary, transnational, transpolitical, UNESCO, universe, World Environmental Day, world - society

The main goal of the Global Education Magazine is to unite the cooperative efforts of the individual - society - specie for the creation of inter-ethnic dialogues that derive in the construction of a collective intelligence focused on achieving the Millennium Development Goals (MDGs).

Category: English, Europe, Millennium Development Goals, North America, Private Institution, Public Institution, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Bosnia and Herzegovina, Christianity, Conflict Studies, Conflict Transformation, Cvijeta Novakovic, Education, Genocide, global citizenship education, Global Education Magazine, Judaism, knowledge, peace, Peace and Conflict Studies Program, Peacebuilding, Sarajevo, transitional justice, USA, War Crimes, Winter Olympic city in 1984, Youth Winter Olympic GameEducation, Voluntary Association, Your experiences, Your ideas · Tags: Bosnia and Herzegovina, Christianity, Conflict Studies, Conflict Transformation, Cvijeta Novakovic, Education, Genocide, global citizenship education, Global Education Magazine, Judaism, knowledge, peace, Peace and Conflict Studies Program, Peacebuilding, Sarajevo, transitional justice, USA, War Crimes, Winter Olympic city in 1984, Youth Winter Olympic GameEducation, Genocide, global citizenship education, Global Education Magazine, Judaism, knowledge, peace, Peace and Conflict Studies Program, Peacebuilding, Sarajevo, transitional justice, USA, War Crimes, Winter Olympic city in 1984, Youth Winter Olympic Games iglobal citizenship education, Global Education Magazine, Judaism, knowledge, peace, Peace and Conflict Studies Program, Peacebuilding, Sarajevo, transitional justice, USA, War Crimes, Winter Olympic city in 1984, Youth Winter Olympic Gameeducation, Global Education Magazine, Judaism, knowledge, peace, Peace and Conflict Studies Program, Peacebuilding, Sarajevo, transitional justice, USA, War Crimes, Winter Olympic city in 1984, Youth Winter Olympic Games iGlobal Education Magazine, Judaism, knowledge, peace, Peace and Conflict Studies Program, Peacebuilding, Sarajevo, transitional justice, USA, War Crimes, Winter Olympic city in 1984, Youth Winter Olympic GameEducation Magazine, Judaism, knowledge, peace, Peace and Conflict Studies Program, Peacebuilding, Sarajevo, transitional justice, USA, War Crimes, Winter Olympic city in 1984, Youth Winter Olympic Games in 2017

But only by returning to basics can we hope to achieve what must always remain the essential goals of education policy: to provide all children with the knowledge they must have to be informed American citizens, and to give them the skills they will need to compete in tomorrow's global economy.

«The UNESCO Week for Peace and Sustainable Development: The Role of Education» presented a unique platform for discussion on two key programmes of the Education Sector, namely Education for Sustainable Development (ESD) and Global Citizenship Education (GCED), and their practical contribution in achieving Target 4.7 of the Sustainable Development Goal 4 on Education.

A new Gender Report compiled by UNESCO's EFA Global Monitoring Report (GMR) for International Day of the Girl Child, shows that fewer than half of countries — of which none in sub-Saharan Africa — have achieved the goal of gender parity in both primary and secondary education, even though all were supposed to achieve it -LSB-...]

-- Diane Ravitch Making education a focus during the 2012 election debates is our ongoing goal in The Global Search for Educatioeducation a focus during the 2012 election debates is our ongoing goal in The Global Search for EducationEducation series.

84, Ed.D.» 88, the Ford Foundation Professor of International Education and director of HGSE's Global Education and International Education Policy Program, to consider how to make education more relevant, how to get schools to be better at reaching their goals, and whether those goals are, in fact, the appropriatEducation and director of HGSE's Global Education and International Education Policy Program, to consider how to make education more relevant, how to get schools to be better at reaching their goals, and whether those goals are, in fact, the appropriatEducation and International Education Policy Program, to consider how to make education more relevant, how to get schools to be better at reaching their goals, and whether those goals are, in fact, the appropriatEducation Policy Program, to consider how to make education more relevant, how to get schools to be better at reaching their goals, and whether those goals are, in fact, the appropriateducation more relevant, how to get schools to be better at reaching their goals, and whether those goals are, in fact, the appropriate ones...

Just as making education a universal human right changed the experience of humanity in only seventy years, your work and leadership as part of the global education movement can help achieve the Sustainable Development Goals.

What she didn't realize was, developing staff capabilities in «global education» can actually help to realize and reinforce the academic, as well as social goals.

The goal is to play a part in revolutionizing education by spreading Vega on a global scale.

Middle Level Education Goal # 5: Understand local, national, and global civic responsibilities and demonstrate active citizenship through participation in endeavors that serve and benefit those larger communities.

The concept has gained momentum at a rate of 4 % a year (America's Digital Schools 2008) as a key to transforming education, enhancing economic goals and preparing students to succeed in a global marketplace.

In a remarkable moment of global consensus, the member states of both the United Nations (UN), through its adoption of the Sustainable Development Goals (SDGs) in 2015, and the Organisation for Economic Co-operation and Development (OECD), through its Programme for International Student Assessment (PISA) in 2018, prioritized education for global citizenship and global competencIn a remarkable moment of global consensus, the member states of both the United Nations (UN), through its adoption of the Sustainable Development Goals (SDGs) in 2015, and the Organisation for Economic Co-operation and Development (OECD), through its Programme for International Student Assessment (PISA) in 2018, prioritized education for global citizenship and global competencin 2015, and the Organisation for Economic Co-operation and Development (OECD), through its Programme for International Student Assessment (PISA) in 2018, prioritized education for global citizenship and global competencin 2018, prioritized education for global citizenship and global competence.

In particular, he thinks all candidates should have to answer how they'll increase access to early childhood education (and if they won't, why not), what their goals are for high school graduation and dropout rates, and how they'll get the U.S. to once again be the global leader in percent of college graduateIn particular, he thinks all candidates should have to answer how they'll increase access to early childhood education (and if they won't, why not), what their goals are for high school graduation and dropout rates, and how they'll get the U.S. to once again be the global leader in percent of college graduatein percent of college graduates.

«Long - term goals of Project GO include providing education and training for veterinary healthcare professionals in developing countries, creating a network of global partnerships and alliances for the care of injured animals, connecting human and veterinary health breakthroughs through translational medicine, and to provide funding for the cultivation of lifesaving breakthroughs in veterinary medicine.»

The United States is a global leader in many fields, including in higher education, and one of our goals at the State Department is to help ensure that young Americans — our next generation of leaders — have the international skills they want and need for a globalized 21st century workforce.

In my post explaining my transition out of full - time journalism, I talked about my goal of creating an online hub amounting to a global classroom — essentially an education - oriented expansion of Dot Earth — and noted how having an instant translation mechanism could hep.

Climate Science Watch: Climate Science Watch is a non-profit public interest education and advocacy project dedicated to holding public officials accountable for the integrity and effectiveness with which they use climate science and related research in government policymaking, toward the goal of enabling society to respond effectively to the challenges posed by global warming and climate change.

The WCCC Climate Change Collaborative Network is a robust «Business to Government Platform» for proactive Climate Industries, Universities & Research Centers, keen to take a lead role in the global fight against anthropogenic climate change & United Nations Sustainable Development Goals by way of interacting & partnering with the government decision makers of Developing Nations on the adoption & implementation of their respective leading technologies, research & education.

P.H.: A primary goal of Drawdown is to help people who feel overwhelmed by gloom - and - doom messages see that reversing global warming is bursting with possibility: walkable cities, afforestation, bamboo, high - rises built of wood, marine permaculture, multistrata agroforestry, clean cookstoves, plant - rich diet, assisting women smallholders, regenerative agriculture, supporting girls» ongoing education, smart glass, in - stream hydro, on and on.

Dubai, United Arab Emirates About Youtuber The World Federation of Neurology was formed in Brussels in 1957, as an association of national neurological societies to foster quality neurology and brain health worldwide, a goal we seek to achieve by promoting global neurological education and training, with the emphasis placed firmly on under - resourced parts of the world.

Through education, support, advocacy and research, API's principal goal is to heighten global awareness of the profound significance of secure attachment — not only to invest in our children's bright futures, but to reduce and ultimately prevent emotional and physical mistreatment of children, addiction, crime, behavioral disorders, mental illness and other outcomes of early unhealthy attachment.