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On 9th of October, a seminar was held in Rome addressing teachers and other local actors interested to the issues of the environmental education and education for sustainable development.
The purpose of this event was to present the AFKAR Project and its results, as an opportunity to enhance a debate, within the Italian educational community, about the importance of education to promote sustainable development in the society and about the formal/informal/non-formal paths to integrate the ESD in the school teaching.
In the framework of the UN Decade of Education for Sustainable Development, a national committee was created in Italy for the organization of initiatives especially involving schools. In this framework, during the seminar, the main components of ESD in the school were tackled, referring to guidelines elaborated by experts and practical initiatives realized at school. That involved a very interesting exchange of knowledge and experiences with the ESD initiative realized in Lebanon.
That resulted in sharing some main characteristics of ESD that should be further recognized and valorised: i) interdisciplinary and holistic; ii) values oriented; iii) open to multiple approaches and tools; iv) locally relevant; v) open to all, at any time of life they are and at any age.
In addition, the main goal of ESD in the school was highlighted, as tool to promote specific aspects of personality, so intended as a permanent education of the person: i) education to learn in a systemic way and of relations between parties; ii) education to think; iii) education to listen; iv) education to act.
On 9th of October 2015, a seminar was held in Rome addressing teachers and other local actors interested to the issues of the environmental education and education for sustainable development (ESD).

The purpose of this event was to present the AFKAR Project and its results, as an opportunity to enhance a debate, within the Italian educational community, about the importance of education to promote sustainable development in the society and about the formal/informal/non-formal paths to integrate the ESD in the school teaching.

In the framework of the UN Decade of Education for Sustainable Development, a national committee was created in Italy for the organization of initiatives especially involving schools. In this framework, during the seminar, the main components of ESD in the school were tackled, referring to guidelines elaborated by experts and practical initiatives realized at school. That involved a very interesting exchange of knowledge and experiences with the ESD initiative realized in Lebanon.

That resulted in sharing some main characteristics of ESD that should be further recognized and valorised: i) interdisciplinary and holistic; ii) values oriented; iii) open to multiple approaches and tools; iv) locally relevant; v) open to all, at any time of life they are and at any age.

In addition, the main goal of ESD in the school was highlighted, as tool to promote specific aspects of personality, so intended as a permanent education of the person: i) education to learn in a systemic way and of relations between parties; ii) education to think; iii) education to listen; iv) education to act.

Finally, the importance at didactic level was emphasized to provide an approach based on different teaching methods.
View snapshots from the event in Rome:

 

 
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