Sentences with phrase «on citizenship education»

The DRSR program has created a series of lessons for social studies classes at the elementary and secondary levels that focus on citizenship education and traffic safety.

Driving on the Right Side of the Road The DRSR program has created a series of lessons for social studies classes at the elementary and secondary levels that focus on citizenship education and traffic safety.

Here are resources and project ideas to foster more equitable, hands - on citizenship education from elementary years through high school.

Not exact matches

Character Education: The Policy on Quality Character Education (2004) recommends that schools adopt secular character education programs to teach fairness, trustworthiness, citizenship, and self - restraint in order to help students learn and foster the well being of democraticEducation: The Policy on Quality Character Education (2004) recommends that schools adopt secular character education programs to teach fairness, trustworthiness, citizenship, and self - restraint in order to help students learn and foster the well being of democraticEducation (2004) recommends that schools adopt secular character education programs to teach fairness, trustworthiness, citizenship, and self - restraint in order to help students learn and foster the well being of democraticeducation programs to teach fairness, trustworthiness, citizenship, and self - restraint in order to help students learn and foster the well being of democratic society.

Washington DC — November 4, 2009 - The Family Online Safety Institute (FOSI) will host the third annual online safety conference, Building a Culture of Responsibility: From Online Safety to Digital Citizenship in Washington, DC, beginning today to bring together leaders from government, industry, education and nonprofits to determine how to best encourage responsible use on the Internet.

The University of Maine does not discriminate on the grounds of race, color, religion, sex, sexual orientation, including transgender status and gender expression, national origin, citizenship status, age, disability, genetic information or veteran's status in employment, education, and all other programs and activities.

Speaking on education in the West, the Governor noted that the downward trend in education should be worrisome due to the role of education in development and bringing enlightenment to the human mind, platform for leadership recruitment and the means for character building and good citizenship.

They give their views on many of the issues at stake, including citizenship, currency, higher education, and the European Union.

He has studied the impact of entrepreneurship education with youth in the Middle East as well as the impact of citizenship education programs on youth in Latin America.

The status of financial education in secondary schools seems not to have increased significantly after being added to the statutory Maths and Citizenship curriculum in September 2014, with 42 % of teachers revealing there had been no change in the emphasis put on the topic in their school.

Category: Africa, Asia, Central America, English, Europe, global citizenship education, Middle East, North America, Oceania, South America, Universal Education · Tags: 2030 Agenda for Sustainable Development, adult learning and education, Global Report on Adult Learning and Education, GRALE III, International Literacy Day, UNESCO Director - General Irieducation, Middle East, North America, Oceania, South America, Universal Education · Tags: 2030 Agenda for Sustainable Development, adult learning and education, Global Report on Adult Learning and Education, GRALE III, International Literacy Day, UNESCO Director - General IriEducation · Tags: 2030 Agenda for Sustainable Development, adult learning and education, Global Report on Adult Learning and Education, GRALE III, International Literacy Day, UNESCO Director - General Irieducation, Global Report on Adult Learning and Education, GRALE III, International Literacy Day, UNESCO Director - General IriEducation, GRALE III, International Literacy Day, UNESCO Director - General Irina Bokova

UNESCO and the Canadian Commission for UNESCO are jointly organizing this Week for Peace and Sustainable Development which present the unique opportunity to bring together two important events organized back - to - back with sessions open to all participants: • Review Forum for the UNESCO Global Action Programme (GAP) on ESD: implementation and innovation • Third UNESCO Forum on Global Citizenship Education (GCED): the Role of Teachers

The Third UNESCO Forum on Global Citizenship Education will draw on the foundational work of the two GCED held in Bangkok, Thailand (December 2013) and in Paris, France (January 2015), which, at each Forum, gathered over 200 international participants to discuss trends and exchange good practices in GCED.

Organized by UNESCO and the Canadian Commission for UNESCO, the event will focus on Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) and their contribution to achieving the Sustainable Development Goals (SDGs), notably Target 4.7 of SDG 4 on Education.

This is a covering letter template which can be used as part of a lesson / module on Careers Education, PSHE and Citizenship.

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 citizenship.

Despite the innovative education concepts of Global Citizenship Education (GCE) and Education for Sustainable Development, Economic Citizenship Education (ECE) has not yet been considered as a key component within the discussions on the UN Post 2015 Developmeneducation concepts of Global Citizenship Education (GCE) and Education for Sustainable Development, Economic Citizenship Education (ECE) has not yet been considered as a key component within the discussions on the UN Post 2015 DevelopmenEducation (GCE) and Education for Sustainable Development, Economic Citizenship Education (ECE) has not yet been considered as a key component within the discussions on the UN Post 2015 DevelopmenEducation for Sustainable Development, Economic Citizenship Education (ECE) has not yet been considered as a key component within the discussions on the UN Post 2015 DevelopmenEducation (ECE) has not yet been considered as a key component within the discussions on the UN Post 2015 Development Agenda.

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.

Economic citizenship is reflected in many of the 17 Sustainable Development Goals (SDG), and their associated targets, with the exception of SDG4 on education.

Specifically for non specialist teachers and cover supervisors: 3 lessons on parliament built around the text book offering with starters, plenaries, video clips, discussion points and homework (Citizenship Education for Key Stage 3 By Terry Fiehn and Julia Fiehn) The lessons are very and full so could easily work for 3 sessions on a focus day or by allowing extened discussions the activities could be spread over a half term.

In addition to the obvious need for increased teacher resources and teacher support in order to implement new programs, Reimers cited three additional factors: the lack of political will on the part of national and state governments; the resulting insufficient knowledge base to support effective citizenship and human rights education; and the limited ability of international institutions to implement educational change.

The Sustainable Development Goals should not focus only on global citizenship, but also Global Economic Citizenship, particularly through Economic Citizenshipcitizenship, but also Global Economic Citizenship, particularly through Economic CitizenshipCitizenship, particularly through Economic CitizenshipCitizenship Education.

Category: Africa, Arabic, English, global citizenship education, Middle East, NGO, Private Institution, Universal Education · Tags: building college, building kindergarten, building playground, building schools, building university, conference on building schools, construction kindergarten, design kindergarten, design playground, design school, education policy, future playground, future schools, kindergarten, learning buildings, learning facilities, learning spaces, private education, school architecture, School construction, school design, school enrollment, School expansion, school space, school spaces, schools construction, University coneducation, Middle East, NGO, Private Institution, Universal Education · Tags: building college, building kindergarten, building playground, building schools, building university, conference on building schools, construction kindergarten, design kindergarten, design playground, design school, education policy, future playground, future schools, kindergarten, learning buildings, learning facilities, learning spaces, private education, school architecture, School construction, school design, school enrollment, School expansion, school space, school spaces, schools construction, University conEducation · Tags: building college, building kindergarten, building playground, building schools, building university, conference on building schools, construction kindergarten, design kindergarten, design playground, design school, education policy, future playground, future schools, kindergarten, learning buildings, learning facilities, learning spaces, private education, school architecture, School construction, school design, school enrollment, School expansion, school space, school spaces, schools construction, University coneducation policy, future playground, future schools, kindergarten, learning buildings, learning facilities, learning spaces, private education, school architecture, School construction, school design, school enrollment, School expansion, school space, school spaces, schools construction, University coneducation, school architecture, School construction, school design, school enrollment, School expansion, school space, school spaces, schools construction, University construction

Mark Wakefield, Corporate Citizenship & Corporate Affairs Manager at IBM UK, explained why London Connected Learning Centre was the ideal partner for this event: «Education is a longstanding passion for IBM - we rely on a good supply of well - educated, digitally skilled young people entering our workforce, as do our clients.

For the last 13 years Matt has worked in charity leadership as a director of local youth and community services, as Operations Director at School Councils UK, a national education charity specialising in youth participation and active citizenship in schools, and more recently leading on the delivery of ThinkForward, the successful Social Impact Bond funded, five year education - to - employment initiative.

It shares some practices in Global Citizenship Education developed by Brazilian NGO CECIP and concludes with reflections on the challenges to be faced in order to disseminate Global Citizenship Education in Brazil.

Mark Wakefield, corporate citizenship & corporate affairs manager at IBM UK, commented: «Education is a longstanding passion for IBM - we rely on a good supply of well - educated, digitally skilled young people entering our workforce, as do our clients.

Abstract: The Secretariat of Education of Bogotá since 2013 has been implementing an educative policy focused on citizenship and civic coexistence, fostering the formation of critical, empowered and participative citizens, who think globally and act locally.

Networks of institutions and individuals could be created, focusing the transformative nature of Global Citizenship Education, as defined by DEEEP: «Education for Global Citizenship is based on an understanding of the purpose of education as going beyond the acquisition of knowledge and cognitive skills, to transforming the way people think and act individually and collectivelEducation, as defined by DEEEP: «Education for Global Citizenship is based on an understanding of the purpose of education as going beyond the acquisition of knowledge and cognitive skills, to transforming the way people think and act individually and collectivelEducation for Global Citizenship is based on an understanding of the purpose of education as going beyond the acquisition of knowledge and cognitive skills, to transforming the way people think and act individually and collectiveleducation as going beyond the acquisition of knowledge and cognitive skills, to transforming the way people think and act individually and collectively.»

At the end of last week and again yesterday, I wrote about grim news from a new study regarding what teachers think students are learning when it comes to citizenship, and how distant our focus on education as the «new civil right» is from traditional concerns about preparing students for the rigors of citizenship.

Widely known for her work on justice and citizenship in both ancient Athens and modern America, Allen is the author of The World of Prometheus: the Politics of Punishing in Democratic Athens (2000), Talking to Strangers: Anxieties of Citizenship since Brown vs. the Board of Education (2004), Why Plato Wrote (2010), and Our Declaration (2014) and co-editor (with Rob Reich) of Education, Justice, and Democrcitizenship in both ancient Athens and modern America, Allen is the author of The World of Prometheus: the Politics of Punishing in Democratic Athens (2000), Talking to Strangers: Anxieties of Citizenship since Brown vs. the Board of Education (2004), Why Plato Wrote (2010), and Our Declaration (2014) and co-editor (with Rob Reich) of Education, Justice, and DemocrCitizenship since Brown vs. the Board of Education (2004), Why Plato Wrote (2010), and Our Declaration (2014) and co-editor (with Rob Reich) of Education, Justice, and Democracy (2013).

It is essential that the realm of education focuses on global education and global citizenship in these unsettling and complex times.

Abstract: Having as departure point her learning as a participant of the Second Forum on Education for Global Citizenship, held by UNESCO in Paris, shortly after the January 2015 attacks, the author shows that the best antidote to violence and fear - that paralyzes and generates more violence — is to educate people to see themselves as part of a single humanity.

At the same time, the greater inclusion of specific subjects on values, civics and citizenship education, as well as moral, ethics and religious education is acknowledged.

On one way or another, people and institutions around the world are questioning the value and meaning of Global Citizenship Education in the current context of globalization.

This is reflected in the importance placed on Global Citizenship Education (GCE), including via the UN Secretary - General's Education First Initiative, which considers the fostering of Global Citizenship a global priority.

JCR: I am in Salvador de Bahía finishing my PhD research focused on Global Citizenship Education and I have to confess you I am a big fan of the African philosophy «Ubuntu» because it inspires me to understand better the co-evolution between living beings and our environment.

Like many participants, Reuben submitted a paper prior to the conference, hers entitled «Citizenship and Public Education in the U.S.: A Historical Overview,» and gave a presentation on the topic at the forum.

Second UNESCO Forum on Global Citizenship Education (GCED) Building Peaceful and Sustainable Societies: Preparing for Post-2015 took place on January 28 - 30, 2015, in UNESCO Head - Quarter Paris.

Global Education (which encompasses development education, human rights education, intercultural education, peace education and conflict resolution) works on the understanding of the core issues of global citEducation (which encompasses development education, human rights education, intercultural education, peace education and conflict resolution) works on the understanding of the core issues of global citeducation, human rights education, intercultural education, peace education and conflict resolution) works on the understanding of the core issues of global citeducation, intercultural education, peace education and conflict resolution) works on the understanding of the core issues of global citeducation, peace education and conflict resolution) works on the understanding of the core issues of global citeducation and conflict resolution) works on the understanding of the core issues of global citizenship:

Global Citizenship Education (GCED) aims to equip learners of all ages with those values, knowledge and skills that are based on and instill respect for human rights, social justice, diversity, gender equality, and environmental sustainability and that empower leaners to be responsible global citizens.

Her research on peace education reveals a complex field that seeks to help schools build communities that foster peacemaking and citizenship — to encourage students to become empathetic, inclusive, critical thinkers who have the skills to live peaceful lives.

Category: End Poverty and Hunger, English, Environmental Sustainability, Europe, global citizenship education, Global Partnership, Millennium Development Goals, Português, Private Institution, Public Institution, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Curriculum and Pedagogy, Education, Educational environment, Educational quality and standards, END 2013, Global and sustainable developments for Education, global citizenship education, Health Education, Higher Education, Human Resources development, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and Ceducation, Global Partnership, Millennium Development Goals, Português, Private Institution, Public Institution, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Curriculum and Pedagogy, Education, Educational environment, Educational quality and standards, END 2013, Global and sustainable developments for Education, global citizenship education, Health Education, Higher Education, Human Resources development, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and CEducation, Voluntary Association, Your experiences, Your ideas · Tags: Curriculum and Pedagogy, Education, Educational environment, Educational quality and standards, END 2013, Global and sustainable developments for Education, global citizenship education, Health Education, Higher Education, Human Resources development, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and CEducation, Educational environment, Educational quality and standards, END 2013, Global and sustainable developments for Education, global citizenship education, Health Education, Higher Education, Human Resources development, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and CEducation, global citizenship education, Health Education, Higher Education, Human Resources development, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and Ceducation, Health Education, Higher Education, Human Resources development, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and CEducation, Higher Education, Human Resources development, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and CEducation, Human Resources development, International Conference on Education and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and CEducation and New Developments, Lisbon, Portugal, primary education, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and Ceducation, Religious Education, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and CEducation, secondary education, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and Ceducation, Sports Education, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and CEducation, students, teachers, Teachers and Staff training and education, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and Ceducation, Teaching and learning relationship, Training programmes and professional guidance, Ubiquitous and lifelong learning, Vocational education and Ceducation and Counseling

Download final report here On the occasion of the 70th Anniversary of UNESCO Second UNESCO Forum on Global Citizenship Education (GCED) Building peaceful and sustainable societies: preparing for post-2015 In support of the UN Secretary - General's Global Education First Initiative (GEFI) 28 - 30 January 2015, Room XI, UNESCO HQ, Paris Organized by the Division of Education -LSB-..On the occasion of the 70th Anniversary of UNESCO Second UNESCO Forum on Global Citizenship Education (GCED) Building peaceful and sustainable societies: preparing for post-2015 In support of the UN Secretary - General's Global Education First Initiative (GEFI) 28 - 30 January 2015, Room XI, UNESCO HQ, Paris Organized by the Division of Education -LSB-..on Global Citizenship Education (GCED) Building peaceful and sustainable societies: preparing for post-2015 In support of the UN Secretary - General's Global Education First Initiative (GEFI) 28 - 30 January 2015, Room XI, UNESCO HQ, Paris Organized by the Division of Education -LSB-...]

Category: Africa, Asia, Central America, End Poverty and Hunger, English, Environmental Sustainability, Europe, global citizenship education, Global Partnership, Interviews, Middle East, Millennium Development Goals, NGO, North America, Oceania, South America, Universal Education · Tags: Amazon, Brazil, civil society, environmental issues, forest, global citizenship education, global community, Greenpeace, Indigenous, Indonesia, Interview with Annette Cotter: A New Perspective on Making Environmental Change, Kumi Naidoo, Monsanto, New Zealand, peace, renewable energy, Rio +20, United Nations, water, World Environmeducation, Global Partnership, Interviews, Middle East, Millennium Development Goals, NGO, North America, Oceania, South America, Universal Education · Tags: Amazon, Brazil, civil society, environmental issues, forest, global citizenship education, global community, Greenpeace, Indigenous, Indonesia, Interview with Annette Cotter: A New Perspective on Making Environmental Change, Kumi Naidoo, Monsanto, New Zealand, peace, renewable energy, Rio +20, United Nations, water, World EnvironmEducation · Tags: Amazon, Brazil, civil society, environmental issues, forest, global citizenship education, global community, Greenpeace, Indigenous, Indonesia, Interview with Annette Cotter: A New Perspective on Making Environmental Change, Kumi Naidoo, Monsanto, New Zealand, peace, renewable energy, Rio +20, United Nations, water, World Environmeducation, global community, Greenpeace, Indigenous, Indonesia, Interview with Annette Cotter: A New Perspective on Making Environmental Change, Kumi Naidoo, Monsanto, New Zealand, peace, renewable energy, Rio +20, United Nations, water, World Environmental Day

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, 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, 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, WEducation 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, 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, Arabic, Asia, Central America, Child Health, End Poverty and Hunger, English, Europe, Gender Equality, global citizenship education, Global Partnership, Interviews, Middle East, Millennium Development Goals, NGO, North America, Refugee and displaced, Universal Education · Tags: Acnur, Africa, African Union, Asia, Canada, Convection on the Rights of the Child, Early Childhood Education, Education Centre for Peace and Development, girls, global citizenship education, Global Education Magazine, humanitarian, injustice, intergenerational solidarity, Javier Collado Ruano, Mali, Mama Hawa, Nansen Refugee Award, Palestine, refugees, rural areas, Sahara, Somanlia, South Sudan, Syria, UNHCR, United Nations, violence, women, World Refugee education, Global Partnership, Interviews, Middle East, Millennium Development Goals, NGO, North America, Refugee and displaced, Universal Education · Tags: Acnur, Africa, African Union, Asia, Canada, Convection on the Rights of the Child, Early Childhood Education, Education Centre for Peace and Development, girls, global citizenship education, Global Education Magazine, humanitarian, injustice, intergenerational solidarity, Javier Collado Ruano, Mali, Mama Hawa, Nansen Refugee Award, Palestine, refugees, rural areas, Sahara, Somanlia, South Sudan, Syria, UNHCR, United Nations, violence, women, World Refugee Education · Tags: Acnur, Africa, African Union, Asia, Canada, Convection on the Rights of the Child, Early Childhood Education, Education Centre for Peace and Development, girls, global citizenship education, Global Education Magazine, humanitarian, injustice, intergenerational solidarity, Javier Collado Ruano, Mali, Mama Hawa, Nansen Refugee Award, Palestine, refugees, rural areas, Sahara, Somanlia, South Sudan, Syria, UNHCR, United Nations, violence, women, World Refugee Education, Education Centre for Peace and Development, girls, global citizenship education, Global Education Magazine, humanitarian, injustice, intergenerational solidarity, Javier Collado Ruano, Mali, Mama Hawa, Nansen Refugee Award, Palestine, refugees, rural areas, Sahara, Somanlia, South Sudan, Syria, UNHCR, United Nations, violence, women, World Refugee Education Centre for Peace and Development, girls, global citizenship education, Global Education Magazine, humanitarian, injustice, intergenerational solidarity, Javier Collado Ruano, Mali, Mama Hawa, Nansen Refugee Award, Palestine, refugees, rural areas, Sahara, Somanlia, South Sudan, Syria, UNHCR, United Nations, violence, women, World Refugee education, Global Education Magazine, humanitarian, injustice, intergenerational solidarity, Javier Collado Ruano, Mali, Mama Hawa, Nansen Refugee Award, Palestine, refugees, rural areas, Sahara, Somanlia, South Sudan, Syria, UNHCR, United Nations, violence, women, World Refugee Education Magazine, humanitarian, injustice, intergenerational solidarity, Javier Collado Ruano, Mali, Mama Hawa, Nansen Refugee Award, Palestine, refugees, rural areas, Sahara, Somanlia, South Sudan, Syria, UNHCR, United Nations, violence, women, World Refugee Day, Xeer

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 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, 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 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

With reference to the PSHE education, Citizenship, Science and English curricula at Key Stage 3 (England, Northern Ireland, Wales) and Third Level (Scotland), students will learn about the natural and human threats to the island and its potential impact on the environment in a range of thought provoking classroom and homework activities.

Category: Africa, Asia, Central America, English, Europe, Gender Equality, global citizenship education, Global Partnership, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, South America, Voluntary Association, Your experiences, Your ideas · Tags: climate, Climate Change, deforestation, global North, global South, humanity, Mother Earth, natural reforestation, oceans, sustainable future, UNFCCC, United Nations Framework Convention on Climate Change, WECAN, women, Women's Earth and Climate Action Network