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.
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.
NEW YORK, USA, 8 August 2012 – To ‘build back better’ after emergencies, UNICEF works with governments and other partners to ensure that children are able to study in a safe environment which can withstand potential hazards. The Education in Emergencies and Post-Crisis Transition (EEPCT) programme – also known as ‘Back on Track’ – has contributed to disaster risk reduction (DRR) by ensuring that children have access to quality education during and after disasters or emergencies, and by integrating knowledge on how to reduce risk and vulnerability into education programmes.
This document reports the findings of a UNICEF/UNESCO Mapping of Global DRR Integration into Education Curricula consultancy. The researchers were tasked with capturing key national experiences in the integration of disaster risk reduction in school curriculum, identifying good practice, noting issues addressed and issues lacking and reviewing learning outcomes. The thirty case studies cover all UNICEF regions and represent all levels of dev. They reflect the wealth and variety of national initiatives to integrate DRR in school curricula.
The report also extracts global conclusions from these experiences on: curriculum development/integration; pedagogy; student assessment; learning outcomes/competencies; policy development, planning and implementation aspects. A checklist of optimal DRR curriculum practice and recommendations for a subsequent consultancy to provide structured guidance on the issue for Governments close the report. This report, even before its publication, has already spun the interest of UNICEF, UNESCO, UNDP and Government colleagues around the world.
NEW YORK, USA, 23 December 2011—Low-lying Bangladesh is one of the countries most affected by climate change, and the people who live in the Chars – small islands created by floods or erosion in the vast Ganges delta—are the most vulnerable of all.
MANILA, Philippines, 5 December 2011 – “We cannot really change the world, but we can change ourselves for the world,” said Arnel Alipao, an 18-year-old youth advocate from Mainit, Surigao del Norte, in the Philippines.