Posted on 20 September 2013.
By Taleen Vartan
NEW YORK, United States of America, 20 September 2013 – Education drives transformation towards more sustainable societies. Globally, traditional learning environments are shifting due to dynamic changes such as climate change, global migration, digital and technological innovations, natural disasters, conflict and growing inequalities. New learning outcomes must be predicated on issues relevant to the 21st century, promoting environmental stewardship, sustainable development, resilience and innovation, locally and around the world.
Posted on 16 September 2013.
© UNICEF/ZAMA2010-0031/Christine Nesbitt
Members of the youth media crew conduct interviews at the second Zambian Children's Climate Change Conference in Lusaka.
Contributing to Sustainable Development, Inclusion and Children’s Rights
16 September 2013, 12:00-13:30
UNICEF New York Headquarters, Danny Kaye Visitor’s Centre
Education drives transformation towards more sustainable societies. Due to dynamic change in the world – climate change, global migration, digital and technological innovations, natural disasters, conflict and growing inequalities – demands for traditional learning environments, as well as the way education is conceived and delivered for relevant learning outcomes, are shifting.
Posted on 28 February 2012.
© UNICEF/NYHQ2011-2138/Kat Palasi Philippines
Children displaced by Tropical Storm Washi look at UNICEF-provided colouring supplies, at a child-friendly space in a high school in the coastal city of Iligan, Northern Mindanao Region. The spaces offer safe places for children to play, learn, and regain a sense of normalcy after a disaster.
By Rudina Vojvoda
NEW YORK, USA, 1 March 2012 – More than one billion children live in urban areas according to UNICEF’s flagship report, ‘The State of the World’s Children 2012: Children in an Urban World’.
On the whole, children in urban areas typically have better educational opportunities than those in rural areas. But for many urban children from marginalized groups – including the children of migrants and children living in slums or on the streets – education remains inaccessible. Many fail to meet registration requirements to enrol in urban schools and others can’t afford education-related costs, such as uniforms, books and supplies.
Posted on 13 May 2011.
© UNICEF Japan/2011/Kaneko
UNICEF Japan Ambassador Agnes Chan visited children in the earthquake-devastated area of Miyagi, where 378 children lost their lives and 191 are still missing as a result of the disaster in March.
By Rudina Vojvoda
GENEVA, Switzerland, 13 May 2011 – Last year, children bore their share of natural disasters and the economic crises that followed. Millions of children suffered as a result of floods in Pakistan and the earthquake in Haiti.
Posted on 10 May 2011.
@ UNICEF/NYHQ2008-0340/Adam Dean
Left homeless by the cyclone, children gather outside a school that serves as a shelter near the town of Kundangon, Myanmar.
By Rudina Vojvoda
NEW YORK, 8 May 2011 – More than 175 million children are likely to be affected each year by climate-related disasters. While coping with climate change is becoming quintessential for our society, so is preparing the future generations to deal with the aftermath of disasters and adapt to the ever-changing climate.
Posted on 13 December 2009.
© UNICEF/NYHQ2009-2184/Ricardo PiresClosing of the Children's Climate Forum in Copenhagen-Dec.'09.
NEW YORK, USA, 11 December 2009 – Architect Carlos Vasquez designs child-friendly schools for UNICEF. This past week, he had the opportunity to give presentations about his schools, which are built to withstand disasters caused by climate change, at the Children’s Climate Forum in Copenhagen.