Sentences with phrase «sustainable economic education»

Not exact matches

Jennifer facilitates the contribution of the Business Council of Australia's CEO members across a policy agenda that includes economic policy and competitiveness; regulation; infrastructure and sustainable growth; labour market, skills and education; engagement with Indigenous Australians, global engagement; healthcare policy; and innovation.

Dave co-founded the Sustainable Ranching Research & Education Project, a large - scale, long - term effort to develop, research and demonstrate economic, environmental and socially sustainable ranchingSustainable Ranching Research & Education Project, a large - scale, long - term effort to develop, research and demonstrate economic, environmental and socially sustainable ranchingsustainable ranching practices.

Enhancing winegrower - to - winegrower and vintner - to - vintner education on the importance of sustainable practices and how self - governing will enhance the economic viability and future of the wine community

These funds will not only pay for parks, but also for community planning, education, and sustainable economic development that will relieve human pressure on wildlife.

We furthermore expect that the education goal and targets will remain integrated as part of the United Nation's Sustainable Development Goals to be adopted in September 2015, thus recognising the critical role of education for social, economic and environmental justice and the indivisibility of human rights.

The long - term solution to the problems of poverty and inequality lies in vastly improving our education and training system, in creating jobs and in ensuring rapid and sustainable economic growth.

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.

Quality education refers to skills, knowledge, values and attitudes but also proper information to enable children and youth to tackle basic socio - economic needs in order to participate effectively in the sustainable development of their communities.

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

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

The Declaration of Human Rights, the convention on the Economic, Social and Cultural Rights of Peoples, (as well as conventions such as the right to live in peace, the right to development, right to self determination - and the right to free, previous, informed to proceed to any consent.Agenda 21 in all its aspects, must be at the center of quality education for sustainable practices at the personal as well as collective levels.

This latest edition of the WWDR clearly demonstrates how water is critical to nearly every aspect of sustainable development, and how a dedicated SDG for water would create social, economic, financial and other benefits that would extend to poverty alleviation, health, education, food and energy production, and the environment.

It's an entrepreneurial, income - generating business activity that has been strategically intertwined with education for the purposes of sustainable change at a social and economic level.

Category: Africa, Asia, Central America, English, Environmental Sustainability, Europe, global citizenship education, Global Partnership, Millennium Development Goals, North America, Oceania, South America · Tags: Climate Change, climate resilience, COP21, economic growth, forest protection, Global Goals, SDGs, sustainable agriculture, Sustainable Develosustainable agriculture, Sustainable DeveloSustainable Development Goals

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, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, South America, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Ashish Kothari, Ashwani Vasishth, Belgium, cross-fertilization, Earth Community, Earth Ethics, economic, economic connectedness, enhances the cultural, Gaston Meskens, human solidarity, India, Leida Rijnhout, life, material, Netherlands, people, Peoples» Sustainability Treaties (PST), planetary civilization, Political, Rick Clugston, Rio +20, SDG agenda, social, socio - economically, Sri Lanka, Sustainable Development Goals, Uchita de Zoysa, UN-NPT, UNFCCC, unsustainable, USA, valueducation, Global Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, South America, Transversal Studies, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Ashish Kothari, Ashwani Vasishth, Belgium, cross-fertilization, Earth Community, Earth Ethics, economic, economic connectedness, enhances the cultural, Gaston Meskens, human solidarity, India, Leida Rijnhout, life, material, Netherlands, people, Peoples» Sustainability Treaties (PST), planetary civilization, Political, Rick Clugston, Rio +20, SDG agenda, social, socio - economically, Sri Lanka, Sustainable Development Goals, Uchita de Zoysa, UN-NPT, UNFCCC, unsustainable, USA, valuEducation, Voluntary Association, Your experiences, Your ideas · Tags: Ashish Kothari, Ashwani Vasishth, Belgium, cross-fertilization, Earth Community, Earth Ethics, economic, economic connectedness, enhances the cultural, Gaston Meskens, human solidarity, India, Leida Rijnhout, life, material, Netherlands, people, Peoples» Sustainability Treaties (PST), planetary civilization, Political, Rick Clugston, Rio +20, SDG agenda, social, socio - economically, Sri Lanka, Sustainable Development Goals, Uchita de Zoysa, UN-NPT, UNFCCC, unsustainable, USA, values, world

Category: Africa, Asia, Central America, English, Environmental Sustainability, Europe, global citizenship education, Global Partnership, Middle East, Millennium Development Goals, North America, South America, Transversal Studies · Tags: economic growth, Education, energy production, Environment, Environmental Sustainability, Food, global citizenship education, global sustainability, Health, international community, Millennium Development Goals, poverty, social equity, Sustainable Development Goals, UNESCO, United Nations, Water for a Sustainable Development, World Water Day, World Water Developmeeducation, Global Partnership, Middle East, Millennium Development Goals, North America, South America, Transversal Studies · Tags: economic growth, Education, energy production, Environment, Environmental Sustainability, Food, global citizenship education, global sustainability, Health, international community, Millennium Development Goals, poverty, social equity, Sustainable Development Goals, UNESCO, United Nations, Water for a Sustainable Development, World Water Day, World Water DevelopmeEducation, energy production, Environment, Environmental Sustainability, Food, global citizenship education, global sustainability, Health, international community, Millennium Development Goals, poverty, social equity, Sustainable Development Goals, UNESCO, United Nations, Water for a Sustainable Development, World Water Day, World Water Developmeeducation, global sustainability, Health, international community, Millennium Development Goals, poverty, social equity, Sustainable Development Goals, UNESCO, United Nations, Water for a Sustainable Development, World Water Day, World Water Development Report

Category: Africa, Child Health, Combat HIV / AIDS, End Poverty and Hunger, English, Environmental Sustainability, Europe, European Union, Gender Equality, global citizenship education, Global Partnership, Maternal Health, Millennium Development Goals, Private Institution, Public Institution, Universal Education, Your experiences, Your ideas · Tags: Africa, awareness, ECOSOC Youth Forum, European Union, global citizenship education, Millennium Development Goals, Sustainable Development Goals, transdisciplinary, UN Economic and Social Council, woman empowerment, World Programme of Action for education, Global Partnership, Maternal Health, Millennium Development Goals, Private Institution, Public Institution, Universal Education, Your experiences, Your ideas · Tags: Africa, awareness, ECOSOC Youth Forum, European Union, global citizenship education, Millennium Development Goals, Sustainable Development Goals, transdisciplinary, UN Economic and Social Council, woman empowerment, World Programme of Action for Education, Your experiences, Your ideas · Tags: Africa, awareness, ECOSOC Youth Forum, European Union, global citizenship education, Millennium Development Goals, Sustainable Development Goals, transdisciplinary, UN Economic and Social Council, woman empowerment, World Programme of Action for education, Millennium Development Goals, Sustainable Development Goals, transdisciplinary, UN Economic and Social Council, woman empowerment, World Programme of Action for Youth +20

-- April 8, 2015 Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culture?

Pointing to LA Unified's soaring numbers of students living in poverty and learning English, Caputo - Pearl suggested, «If Broad and other billionaires want to ensure a great education for every child, they should invest half a billion dollars, and more, in an LAUSD foundation, run by the democratically elected school board, to fund sustainable neighborhood community schools that address the myriad educational and socio - economic needs of our students.»

Miami, FL — November 19, 2014 Students, alumni, educators and parents represented the Dade Coalition for Education and Economic Justice at a meeting with the Miami - Dade School Board in an effort to end high - stakes testing and call for all low - performing schools to be transformed into sustainable community schools.

Duncan - Andrade is an Associate Professor of Raza Studies and Education at San Francisco State University, Co-Founder of the Teaching Excellence Network, and Director of the Educational Equity Initiative at the Institute for Sustainable Economic, Educational, and Environmental Design (I - SEEED).

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 competence.

The Story: The Bakubung Economic Development Unit's (BEDU) education initiative aims to create a self - reliant, well - educated and sustainable community in Ledig, where the Bakubung live, by addressing information technology needs, training and skills development, teacher support, school healthcare provision and promotion of arts and culture.

Opportunity Maine was created by a bi-partisan, grassroots coalition with the goal of promoting the economic security of our state through sustainable enhancement of the education and skills of its workforce.

Priorities and targets in the key intervention areas of education, health and nutrition, water, sanitation and hygiene and sustainable economic activities are reviewed and adjusted based on these results and the dynamic / changing local context.

We focus on five priorities: health and nutrition; education; water, sanitation and hygiene; sustainable economic growth; and strengthening community organizations.

Committed to long - term, sustainable development in direct partnership with the Haitian people, the APJ model is simple: we believe in empowering local communities, fostering economic growth, and the power of education to change a nation.

Sustainable economic activity is strengthened by our unique solar education and innovation programs, which includes funding for certification programs, local research and development initiatives and environmental literacy activities for schools.

Social Justice and Environment Preservation (achieving the Millennium Development Goals with food, water, and energy security; sustainable economic development; non-intensive agriculture; education on climate change and environment to inform and change behavior; public health; mental health; support for small - scale farmers, women and children; rights of small - island and coastal peoples; sustainable forestry; conservation; humane treatment of animals, avoiding species extinction, maintaining biodiversity).

We've organized the community around ten teams including energy, economic development, education, policy, finance... the point is to do sustainable development as an integrated system («full spectrum»), not as a series of one - off projects, so that the parts reinforce the prosperity and resilience of the whole community.

Its new series of core courses is beginning in February, with continuing education classes focusing on principles of sustainable agriculture, including those related to not only food and food systems, but also home energy and water conservation, tools for local economic development and quality of life improvement.

Ensure that Aboriginal peoples have equitable access to jobs, training, and education opportunities in the corporate sector, and that Aboriginal communities gain long - term sustainable benefits from economic development projects.

Mike McDonagh, Business Director, Hays Ireland comments: «Certainly in Ireland, it's accepted that too much of our education system is focused on rote learning, when focusing on the ability to learn anything would surely produce more sustainable, flexible and rounded individuals who can then go on and learn whatever skills their marketplace requires as the economic world evolves.»

The Indigenous Economic Development Forum, Seizing Our Economic Future focuses on four themes: Employment, Education and Training; Financial Capacity and Governance; Sustainable Economic Use of Country; and Indigenous Arts and Tourism Strategies.

The consultations highlighted critical issues for agreement making directed to economic and social development outcomes, including the need for: effective community decision making structures and community engagement with the process; adequate time and resources for capacity development; creative ideas for sustainable economic development; support for outcomes beyond the legal framework; positive relationships; and underlying infrastructure such as health, roads and education to be guaranteed by governments.

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples coeconomic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples coeconomic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples coeconomic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples coEconomic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples coeconomic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,

Veteran housing and urban policy writer Andre F. Shashaty is also president of the Partnership for Sustainable Communities, a San Francisco — based nonprofit education and advocacy group focused on the social, economic and environmental...