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Echoing the overall orientation in the SDGs to “leave no one behind”, this year's GEM Report will take an in-depth look at inclusion and education, showing the barriers faced by the most vulnerable, with a particular focus on people with disabilities. By analysing policies the world over, it will present evidence on the different elements of education systems that can support inclusion, such as laws and policies, governance and finance, curricular and learning materials, teachers, school infrastructure, school selection and parental and community views. A range of indicators will be examined for their effectiveness in measuring inclusion in education as well.

As every year, the people behind the GEM report invite you to take part in our online consultation over the next eight weeks, including suggestions on relevant literature, data analysis and case studies. The views of researchers, academics, governments, non-governmental organizations, aid donors, teachers, youth and anyone with an interest in education and development are most welcome.
Please find here the concept note and contribute to this online consultation before 28 September 2018.

  Posted in ESD News comments  

Search for available tools aiming to promote a better understanding of the production and use of SDG 4 data among stakeholders. Together, they will allow stakeholders to know who produces the data, how the indicators are developed, where to find the data, and – most importantly – how to use the information.


  Posted in ESD News comments  

The project titled “Home New Home” aims to address the refugee crisis and record it in short documentary films, as well as to highlight the views of citizens from six welcoming countries that serve as temporary homes in the refugees’ way to a better future.

Syrian, Afghans, Iraqis and Palestinians refugees and citizens from the welcoming countries took part in workshops on how to make a short documentary. The workshops were held in six cities that receive refugee flows: Athens and Lesbos in Greece, Izmir in Turkey, Tyr in Lebanon, Amman in Jordan and Ramallah in Palestine. Most of the participants caught the camera for the first time. Everybody was educated in cinematic narrative in intensive seminars in Greece, Turkey, Jordan, Lebanon and Palestine by established directors and academics in schools, universities and refugee camps. Watch here the fascinating stories they created in the Home New Home project

Read more: http://homenewhome.gr/index.php/en/

  Posted in ESD News comments  

In cooperation with Second Chance-teachers and non-governmental organisations (NGOs) engaged in development education, the didactic materials and workshop modules in this publication on different topics of sustainable consumption such as “Renewable Energies”, “Mobile Phones”, “Water as a Global Good”, “Global Good Production in the Textile Industry” and “Human Energy” have been compiled and developed to fill this gap.

The aim of the project is to inform young adults like the participants in Second Chance-programmes about the linkages between personal, local consumption and the global impact connected to it. It provides young adults the opportunity to look critically at individual consumption patterns and to develop alternative and more sustainable patterns of action.

Acess the very useful DOWNLOADS (Educ material in many languages)


  Posted in ESD News comments  

Recently, the world bank reached out to education experts around the world to hear what they considered the most pressing issues facing our sector today. Surprisingly, they all said that little has changed in terms of our most common challenges. What was changing, they agreed, were the innovative ways that the global community has begun tackling them.

The  discussions frequently came back to advances in neuroscience, Massive Open Online Courses (MOOCs), Blockchain, and the consequences of negative population growth—as well as the ways that these phenomena are changing and challenging the way we think about education. Some of these changes have received more attention than others, but we are convinced of their importance—and education stakeholders around the world should be paying attention.

Read the fill article here


  Posted in ESD News comments  

The New York Times had an idea. They asked their readers to give themselves a "wise" graduation speech, with a precondition: they had to be under 50 words. Here are the results.


Which one do you relate to?

  Posted in ESD News comments  


2018 World Environment Day "Beat plastic pollution"



"If you can not reuse it, refuse it"

About 1,000,000 plastic bottles are sold every minute worldwide.

Up to 500,000,000,000 disposable plastic bags are used annually.

In total, half of all the plastics produced are designed to be used once and then discarded.


The UN supports a global awareness raising campaign to discourage the use of disposable plastic.


Join the campaign and find more about the plastic pollution at:


If you can not reuse it, refuse it ... About 1,000,000 plastic bottles are sold every minute worldwide, and up to 500,000,000,000 disposable plastic bags are used annually. In total, half of all the plastics produced are designed to be used once and then discarded.
The UN supports this global awareness campaign to avoid / discourage the use of disposable plastic.



  Posted in ESD News comments  


My primary school is at the museum tested the hypothesis that there may be beneficial learning, social and cultural outcomes for primary school children and their families when a significant portion of their learning takes place in a museum setting, as well as demonstrating the benefits for museums. Was the hypothesis confirmed???

The findings of the museum-school forum have been published in a further report which can be downloaded at the following website: https://www.kcl.ac.uk/Cultural/-/Projects/My-Primary-School-is-at-the-Museum.aspx

It is noteworthy , though, that this very interesting project has showcased that:
  • Children involved in the project gained inconfidence and communication andsocial skills.
  • Children involved in the project gained in confidence and communication and social skills.
  • There was an emphasis across the projects on child-centred learning and community involvement.
  • The approach required experiment, risk-taking and flexibility.
  • More evidence of the educational, social and community benefits of museum-based learning would be helpful.



  Posted in ESD News comments  

From 25-27 April the UNESCO meeting “Looking into the Future of ESD, together” was held at the Earth Charter Center for Education for Sustainable Development at the University for Peace in Costa Rica.

This was the Third Partners meeting of the UNESCO Global Action Programme on ESD and had the purpose to review and discuss the draft UNESCO position paper on the "Future of ESD" (as a post-GAP position papaer) and to plan the work of the Partner Networks until the end of 2019 (when the GAP is actually ending). This meeting was held thanks to the financial support of the Japan Fund.

Read more:



  Posted in ESD News comments  

"What are the types of childhood experiences that instill a lifelong value for nature and promote stewardship behaviour later in life? It turns out that the sense of wonder that children experience in nature is a crucial factor."

An interesting article about the components that we need to stress, as educators, in designing educational , experiantional or awareness activites in nature.

Authors: Bronwyn Cumbo  & Marthe Derkzen


Read the entire article here:


  Posted in ESD News comments  

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