Tomorrow today; 2010 - unesdoc - Unesco

Notes and ReferencesFrom Tbilisi to Bonn: an important journey in the historical context of ESD1 An adjectival education is one that addresses a specific societal need that has arisen and is not dealt withadequately by the traditional core disciplines. The new specific issue to be addressed within the education systembecomes the descriptive adjective that modifies the noun ‘education’. There are more than a hundred suchadjectival education topics and school systems have great difficulty dealing with these, as they often require a largeamount of professional development on the part of teachers and other staff. Some examples are peace education,HIV AIDS education and environmental education.Learning from each other1 Learning from each other: the United Nations Economic Commission for Europe Strategy for Education forSustainable Development. United Nations: New York and Geneva, 2009 (ECE/CEP/159).2 Good practices in Education for Sustainable Development in the UNECE region. UNESCO/UNECE, Education forSustainable Development in Action, Good Practices No.2, August 2007.3 Addressing sustainable consumption, production and transportation through education for sustainabledevelopment: analysis of good practices (ECE/AC.25/2009/4); and the compilation of good practices (ECE/AC.25/2009/5); available from www.unece.org/env/SustainableDevelopment/4Session/RIM_4.Dec2009.htm.4 Learning from each other: achievements, challenges and the way forward. Report on progress in implementationof the UNECE strategy for ESD (ECE/BELGRADE.CONF/2007/INF/3 - ECE/CEP/AC.13/2007/2); andAddendum on conclusions on the reporting process and on the use of indicators (ECE/BELGRADE.CONF/2007/INF/3/Add.1 - ECE/CEP/AC.13/2007/2/Add.1), available from www.unece.org/env/esd/belgrade.htm.For our common future: education for sustainable development1 Available from www.un.org/documents/ga/res/41/a41r128.htm.2 United Nations Economic Commission for Africa (1995). Sustainable Human Development.3 Annan, Kofi A. Preventing War and Disaster: A Growing Global Challenge (1999). United Nations Annual Report onthe Work of the Organization, p.4.4 Further information on the Global Higher Education for Sustainability Partnership is available at www.unesco.org/iau/ghesp.5 See www.unesco.org/education/desd.6 The text of the Earth Charter is available at www.earthcharterinaction.org/content/pages/Read-the-Ch7 On Regional Centres of Expertise (RCEs), see also: Fadeeva, Z. (2007). From centre of excellence to centre ofexpertise: Regional Centres of Expertise on Education for Sustainable Development. In Arjen E.J. Wals, Sociallearning towards a sustainable world: principles, perspectives and practice, The Netherlands: Wageningen AcademicPublishers, pp.245-264; and Glasser, Harold (2008). Interview with Hans van Ginkel: on the vision, historyand status of the Regional Centres of Expertise in the ESD programme. In Journal of Education for SustainableDevelopment, vol.2 (2), September, pp.109-117.What is learning for sustainable development?1 Hail and others (2008). WWF Living Planet. Millennium Ecosystem Assessment (2005), available from www.millenniumassessment.org and UN Human Development Report, UNDP 2010, available from http://hdr.undp.org/en/reports/global/hdr2010.2 Rosen, Electris and Raskin (2010), 1.3 Sterling (2004), 50.4 Williams (2004), 4.5 See Education for Sustainable Development Toolkit at www.esdtoolkit.org; UNESCO’s Teaching and Learning fora Sustainable Future at www.unesco.org/education/tlsf/; and Learning for a Sustainable Future at www.lsf-lst.ca/en/what-is-esd/esd-learning-outcomes6 Available from www.heacademy.ac.uk/esd7 Available from www.eauc.org.uk8 Available from www.csf.plymouth.ac.uk9 UK National Commission for UNESCO, 2010.Further references- Forum for the Future/UCAS (2008). The Future Leaders Survey 07/08. Forum for the Future/UCAS, London.- Sterling, S. (2004). Higher education, sustainability and the role of systemic learning, in P.B. Corcoran and A.Wals,eds. Higher Education and the Challenge of Sustainability: Contestation, Critique, Practice, and Promise. Kluwer Academic.- Williams, M. (2004). Preface. In Potter, N. and others, See Change – Learning and education for sustainability,Parliamentary Commissioner for the Environment. Wellington, New Zealand.- Rosen, R. and others (2010). Global Scenarios for the Century Ahead: Searching for Sustainability. See www.tellus.org/publications/files/Global_Scenarios_for_the_Century_Ahead.pdf Accessed 10 July 2010.- Hails, C. and others (2008). See http://assets.panda.org/downloads/living_planet_report_2008.pdfAccessed July 10, 2010.- UK National Commission for UNESCO ESD Co-ordinating Group (2010). Education for Sustainable Development inthe UK in 2010, UK National Commission for UNESCO, London.Sustainable school feeding1 Ahmed, A.U. (2004). Assessing the performance of conditional cash transfers programs for girls and boys in primary andsecondary schools in Bangladesh. Washington, DC: IFPRI. 85 pp.2 Drèze, J. and Kingdon, G.G. (2001). School participation in rural India. Review of Development Economics, 5: 1-24.3 Lazamaniah, A. and others (1999). Impact of Mid-Day Meal Program in educational and nutritional status ofschool children. Indian Pediatrics, 36: 1221-1228.4 Latham, M.C. and others (2003). Efficacy trials of a micronutrient dietary supplement in schoolchildren andpregnant women in Tanzania. Food and Nutrition Bulletin, 24: S120-S128.5 Van Stuijvenberg, M.E. (2005). Using the school feeding system as a vehicle for micronutrient fortification:experience from South Africa. Food and Nutrition Bulletin, 26: S213-S219.6 Solon, F.S and others (2003). Effect of a multiple-micronutrient-fortified fruit powder beverage on the nutritionstatus, physical fitness, and cognitive performance of schoolchildren in the Philippines. Food and Nutrition Bulletin,24: S129-140.7 Grillenberger, M. and others (2003). Animal source foods to improve micronutrient nutrition and human functionin developing countries. Journal of Nutrition, 133(11S-II). Supplement.8 Andang’o, P.E.A. and others (2007). Efficacy of iron-fortified whole maize flour on iron status of schoolchildren inKenya: a randomised controlled trial. Lancet, 369: 1799–1806.9 Adelman, S and others (2008). The impact of alternative food for education programs on child nutrition in northernUganda. Washington, DC, International Food Policy Research Institute (IFPRI).10 Bundy, D. (2005). School-based health and nutrition programs. Food and Nutrition Bulletin, 26: S186-S192.11 FAO (2009). The State of Food Insecurity in the World.12 Summers, L.H. (1992). Educating All the Children. Policy Research Working Papers Series. Washington, DC: WorldBank.13 World Bank (2007). Girls’ education in the 21st century. Washington, DC.14 Gelli, A., Meir, U. and Espejo, F. (2007). Does provision of food in school increase girls’ enrolment? Evidencefrom schools in sub-Saharan Africa’. Food and Nutrition Bulletin, 28: pp. 149-155.15 Ahmed, A.U. (2004). Assessing the performance of conditional cash transfers programs for girls and boys in primary andsecondary Schools in Bangladesh. Washington, DC, IFPRI. 85 pp.16 World Bank (2009). Averting a human crisis during the global downturn. Conference Edition, Washington, DC.17 Paruzzolo, S. (2009). The impact of programs relating to child labour prevention and children’s protection. UnderstandingChildren’s Work Project, ILO, UNICEF, World Bank.18 Brinkman, H.J. and others (2007). Home-grown school feeding to support local farmers in Africa. Paper presentedto the WFP.19 Bundy, D. and others (2009). Rethinking school feeding: social safety nets, child development and the education sector.Washington, DC, WFP and World Bank.How the Education for Rural People policy contributes to sustainable development1 “… the Organization shall promote and, where appropriate, shall recommend national and international actionwith respect to:... the improvement of education… relating to nutrition, food and agriculture, and the spread ofpublic knowledge of nutritional and agricultural science and practice…”. FAO (1945). Article I, 2b.2 FAO (1945). Preamble.3 Available from www.fao.org/erp/en//4 The Fast Track Initiative (FTI) is a partnership of developing countries and donors created to help low-incomecountries achieve the EFA and the Millennium Development Goal of universal completion of primary educationby 2015Desertification is not about deserts: meeting drylands challenges through education1 The full formal title is: The United Nations Convention to Combat Desertification in Those CountriesExperiencing Serious Drought and/or Desertification, Particularly in Africa.2 Available from www.unesco.org/mab/doc/ekocd/chile.html.3 Available from www.voanews.com/english/news/Senegalese-Children-Combat-Desertification-89683697.html.4 See Resolutions A/RES/62/195 of 19 February 2008 and A/C.2/64/L.67 of 7 December 2009.5 Results published at http://uwezo.net/uploads/files/Final per cent20Poster per cent20District per cent20Ranking.pdf.Integrating sustainability in teaching and learning: the role of the Earth Charter1. www.earthcharter.orgThe private sector and education for sustainable development1 Welford, R. and Fadeeva, Z. (2006). Education for Sustainable Development: Private Sector Engagement. UNESCOAsia-Pacific Programme of Educational Innovation for Development (APEID), Bangkok.Further references:- UNESCO-UNEVOC Website on TVET and Sustainable Development. See www.unevoc.unesco.org/2.0.html?&no_cache=1&tx_drwiki_pi1[keyword]=Sustainable per cent20Development- UNEP (2008). Green Jobs: Towards Decent Work in a Sustainable, Low-Carbon World. Available from www.unep.org/labour_environment/features/greenjobs.asp.- Fien, J., Maclean, R. and Park, Mon-Gon, eds. (2008). Work, Learning and Sustainable Development. Springer, Dordrecht.Reaching young people with sexual and reproductive health and HIV information and services in Mozambiquei For more information, refer to The 1994 International Conference on Population and Development (ICPD): Context andCharacteristics, by Mertens. Available from www.iussp.org/Publications_on_site/PRP/prp7.php1 United Nations Department of Economic and Social Affairs/Population Division (2004) The Impact of AIDS.2 Ibid.3 Ibid.4 Ibid.5 UNAIDS (2009). AIDS Epidemic Update 2009.6 UNAIDS (2008). Report on the Global AIDS Epidemic.7 Personal communication with the Representative of Conselho Nacional de Combate ao HIV/SIDA (National AIDSCouncil)8 Conselho Nacional de Combato ao HIV/SIDA (CNCS) (2004). National Strategic Plan for the Combat againstHIV/AIDS: Operationalisation 2005-2009.9 UNAIDS (2008). Mozambique Country Situation.10 Ibid.11 Ibid.12 Ministry of Health/National Institute of Health (2009). National Survey on the Prevalence, Behavioral Risks andInformation about HIV & AIDS in Mozambique, INSIDA 2009.13 UNAIDS (2008). Mozambique Country Situation.14 Norad (2007). External Evaluation Report, Geração Biz Programme, Mozambique: Progress and Challenges.15 Norad (2007). External Evaluation Report, Geração Biz Programme, Mozambique: Progress and Challenges.16 DANIDA. The Geração Biz Programme: Growing up without fear.17 Personal communication with UNFPA Mozambique Country Office, Aug 27, 2010.18 CIA Factbook: Mozambique. Accessed on 13 April 2010. www.cia.gov/library/publications/the-world-factbook/geos/mz.html19 Personal communication with UNFPA Mozambique Country Office, 27 August 2010.20 CIA Factbook: Mozambique. Accessed on 13 April 2010. www.cia.gov/library/publications/the-world-factbook/geos/mz.html21 Personal communication with UNFPA Mozambique Country Office, 27 August 201022 Geração Biz Programme (2006): 7 Years Making the Difference.[ 189 ]