UNESCO Associated Schools 4 Climate - Documentary

UNESCO Associated Schools 4 Climate – Documentary

in 2016 UNESCO launched a unique and ambitious pilot project which encouraged schools to make climate change a priority in every part of school life what they did not anticipate was just how powerfully the two-year pilot project would impact schools and communities everywhere this project has helped us with raising awareness about the issues that we are facing today in this world I was fully standing to be green this is because people are motivated people are educated people are aware of the climate change this program helps us transcend the bone between few dents and itches my school is becoming more eco-friendly every day especially because of our project and my school is actually a big part of my community so once my school is is changing the community is gonna change itself awesome from 2016 to early 2018 258 schools from 25 countries around the world decided to take action on climate change by engaging in this innovative project they are all part of the global UNESCO associated Schools Network in short asp net which unites eleven thousand seven hundred schools in 182 countries around the commitment to promote unesco z' ideals of peace international understanding intercultural dialogue and sustainable development the network aims to achieve these ideals by developing innovative educational content pioneering new teaching and learning approaches and collaborating across the globe the project was embedded in the wider context of the UNESCO global action programme on education for sustainable development participating countries include seven of the world's least developed countries and three small island developing States project schools within them also differ in their geographical location they're situated in rural and urban settings diversity is a key element to project because it results in rich and varied understandings and actions to address climate change in this pilot phase it was fundamental for UNESCO to explore whether and how a whole-school approach to climate change can be imagined and implemented in completely different context the whole school approach this is the really innovative part of this project so it's not a project about teaching on climate change or teaching about sustainable development this project is about really trying to transform an entire school of mobilizing every single actor in a school but also the community around it and trying to look at every single aspect and dimension of a school's life and try to see how we can include concerns about sustainable development and climate changing it from pre primary schools to secondary or vocational institutions from deep rural areas to the most populated cities the project ensured that every type of school was included and recognized that everyone has a role to play today nearly two hundred and forty thousand students and thirteen thousand eight hundred teachers are involved along with thousands of others spread across communities what this project did that they make all the partners of this educational team I mean the principal the teachers administrative staff students parents committee even staff at the cafeteria even the responsible of maintenance at the school they created a climate action team in order to brainstorm about how to implement this project at schools UNESCO called their pilot project implementing a whole school approach to climate change in a whole school approach classroom learning about climate change is reinforced by the formal and informal messages promoted by the school's values and action action for reducing climate change is included across all aspects of school life and reducing climate change becomes everyone's priority students and other members of the school community live what they learn and learn what they live the aim to implement this project is spreading the awareness towards our community now our students they became aware enough to to tell their parents of the importance of recycling and the importance of thinking environmentally before doing any action Penelope suppression on so Kojima Canada more sund'ys activity on Penelope docility boot ad in fairness respondent in activity manual develop and show people operated in service da na procedure at the start of the project unesco provided to international training of trainers sessions to all the asp net national coordinators and to teachers per country who then used what they had learned to train the other school facilitators in their countries teaching them how to introduce and implement the whole school approach to climate change in their own institutions we had a national training in uganda we are telling schools in Uganda which were rolling it out and then I went ahead and sustains the teachers about the whole school approach went ahead says ties the students during school assemblies and then went ahead to sell studies through those people outside the community to tell them about the whole school approach the climate change project falls under the broader education for sustainable development initiative which is driven by UNESCO UNESCO has been the lead agency for education for sustainable development for quite a few years now it has implemented the UN decade of ESD and then at the end of the decade UNESCO member states launched the global action program on ESD the idea is to scale up education for sustainable development across the world building on the learnings and the successes of the UN decade so that people can really learn ask and really in the everyday learning environment they can they can live but they also learn about this whole area of Education for sustainable development might seem to many schools and teachers a bit abstract the project is specifically focused on climate change but actually that is just an entry point into the whole thing mattock area of sustainable development it's a project that wants to show every single student but also their teachers and their families that they can act that everybody can make a contribution and that however small that contribution might seem when all these contributions come together it is about making a difference in the world and it is about trying to contribute to preserve our natural environment our cultural environment our way of living together and of making this world a better place for everyone each school had to review their existing activities on sustainable development set up dedicated climate action teams which included students teachers school leaders staff and local community members and then develop and drive their whole school climate action plans UNESCO also developed a guide for their asp net schools called getting climate ready which is published in five different languages participating countries took it a step further by translating it into many more languages in their own countries the whole school approach encourages schools to prioritize climate change in four key areas school governance teaching and learning facilities and operations and community partnerships these four pillars are interconnected and working in one also means advancing on the others under each of the four pillars schools achieved remarkable results which will have a long lasting in packed pillow one so schools changing the way they operate so the different areas are obviously teaching and learning because that is what schools are principally about but it's also about the governance system of a school who takes decisions what is the role of the students do they have a voice what is the role of other school staff the school enters our project network of the climate action school but there needs to be a vote from the whole school community and they need to vote so that they are 100% encouraged to participate at the at the combination project and also that they are agreeing to to transform the landscape gonna win de Mistura con que causó queen no Banaras hwacha teach those okay children know that Cotto sama-sama na at econo was saying with that I take booyeah still Dimas Mitaka no strategy no we cannot read at that corner own a horse in ultimate so it is about the the debtor economist because it is a whole school approach it involved everyone to participate in in the project so everyone has got a role everyone is doing something everyone is thinking everyone is creating teachers were encouraged not just to lecture their students about climate change but to help them research think critically and creatively and from a worldview that looked far into their own futures and their thinking needed to be action-oriented teachers of all disciplines were mobilised beyond the traditional subjects of Sciences or geography salma ascetic litigation day missions mathematic very different Mattia suface law douzo tree let'em Atticus no treaty Amla geography lessons lateral avi a solamachi Porter's kappab do Fatima permit who was a lasagna the develop a day module the little bit disease axis they let you prove or degrees magnetic assay assay Mattia may yeah dogmatic or who said Integra Co efficient applies a metallic material no porters Amity no Potter's saw by example refers a delicate delicate una cosa night silikal is it la langue Cole I see a sassy paramam shows if you follow we develop it not attitude local photographer study I develop a chef she the in mani efficacy poor apostle homage ella mató a politically doxological yeah no loss confirm integration additional key motsek the very methodical as a school and school administrator the head teacher I will try my level best to ensure that all such programs regarding the climate change are implemented a lot of atad to whatever un poco consent e star a low profess or a participar own dentro del proyecto eno relative Akeno Loden como un proyecto como una carga mas sino como parte de su H&R del día de hace que eso cuatro de los reto sin embargo law resultado para moon favorable el final porque se vo la compagnie Tracy owned a los profesores y sobre todo nos resultado final donde se food / por ejemplo que la start a participant kala Mathematica participant lengua española participation component agura Alton como se busca el proyecto case a pudiera Barone o resultado Asti uncle's helping calculate the power of the nxe that the who intervene makes we had only one major issue which was the restricted amount of time of the students because we did the project after school and as everyone has extra curriculum activities it was almost impossible to find a day where everyone would be available right now in this moment I could be at the bigs or even better I could be home sleeping but instead I'm here because I want to do and that's why I believe this project is successful as a teacher of Fine Arts we have very many skills and a skill that I thought about was ceramics which whereby were giving it to students we can use our environment and in this I discover that with ceramics project we need a glaze and how can we extract a glaze from from the broken glasses we recycle them and that is a danger in our community where everyone with this glass throws it anywhere and now we pick this glass and we crush it into powder and then we use it as a glaze the political successor to the larger crime clip UNESCO km / Al Attar she it was EEOC langu ma is Helene they provided chaotic universe are made to shelepin to the parallel project was Ibaka mas a knows about to xalapa it may affair they the motive de carrasco so extra-ordinary it's a say etc culture the dilemma marker visibility's la voz in line with the third pillar in the whole school approach many school started to change their facilities and operations significantly to be more climate-friendly and make their school campuses a model of climate action well before this project I can see people not aware on the importance of keeping the environment clean before we never had a cow shed in our school the calls were allowed to pass around the school days cut trees 2.2 litre people's trespass we never had drastic drastic loans but as time went on this project has hoped with us now everyone knows the importance of keeping the grass is green everyone knows the importance of having trees around the school the second C we even built a cowshed to prevent the cows destroying our environments so it has benefited as cool school approach to climate change deluxe anaconda SM Kurama cabbage Akane – I'm Caroline satu could be jaqen French angbang moon the doom sekolah young-ran master had a play : Kabhi Chetan Panguna IP darlin Branca Maharani Panguna and Curtis the SM Cockrum of ogre to be jaqen Stanton's ahead darlin Branca Panguna and local product buggy Soroka Moneta sekolah sarah – la a la institución con diferentes mensajes de como podemos hablar Energia a man Tagami las luces a pegasi race a condition ADO's tienen refrigerant a Saba ad ammonia co kzo nama gobbles con el ambiente las luces tenemos 10 surahs a day movimiento case n CN r n solamente cuando I meant a tam being a row since horas que since the ending después de cierto ora each day apparent on being okay jamming losses in 30 han this is what we're doing here building a school or taking away a part of nature so it will serve to give that pot back by planting lots of trees and planting left off that vegetation in some things what is important can even their harvest like at the Greenmarket magnets ordinance Akane commenced a sanctity cetera multicolored camino cotton Toba medicaid okinawa Camino schemas a no sato dosa got a request a custom oh hello Souter stereo Sega minute Inagua tottemo Alaska today's we have had a water filtration projects that UV filtration project which has helped a state clean water that is filtered and without any chance and this has prevented diseases that come up with the use of that sea water like cholera Bora died century and I have not had those cases around this school the fourth area of this whole school approach is is the partnerships and that was mainly the most important one in in the impact it had it was to tell schools to open up and to go out and look for resources look for for partners for organizations for individuals for government institutions for researchers that could help them in development or implementing their plans but also to take out of the school what they were actually doing in showing and telling the story in making the students visible and public actors of their work on climate change the whole school approach project stretched far beyond school fences there is a lot schools can do to help reduce climate change however many issues cannot be addressed by schools alone so they started reaching out to neighborhood associations local businesses universities and municipalities students and community members worked side-by-side learning from one another as they work together on a common goal to make their environment better and students learning experiences outside the classroom helped them become more connected to their community I think the the biggest way that I've been challenged by this project is that I thought that I was doing really good and then Sammy would come home from school and talk about things that she had learned and I would realize that I had a lot of room for improvement in our household to be more environmentally aware and and definitely improve our impact on the environment so the project I was involved in the purpose of that was to eliminate plastic bags in our school and community so we made t-shirt bags out of old t-shirts that no one wanted anymore and the grocery store has been empty a few times I think because people have taken all the bags and I've seen people walking around town with the bags and it just I think it's a cool thing that seeing something that you've made be so successful sustainable development cannot be limited to the school walls we really need to build partnerships with everyone in society involved Daniel Acosta YES on aprendido a la casa tambien oye Rana sus Padres a sus hermanos toda la familia es o en fluid directamente la comunidad porque una familia que aprender también y so a la comunidad de manera que foetida Madera muy positiva lo que es ella tiene la cancion testosterone de nuestro students in Sudan dominicano en lo que es la Prudential isola todo lo que esta bien de una forma a with that location Astrotech o so naturally the school could continue to become this microcosm where new ideas can be developed and they can be innovative and creative and just try things out on a small scale and then those solutions can be presented more broadly to the local council or at community meetings because if they can happen on a school scale why couldn't they happen more broadly we have the opportunity to get in touch with universities that can help us get more information about the environmental issues that our country and in general the world is facing and in a more large level we have the opportunity to share this information and share our thoughts and concerns with the local community and municipality because of this project we came into contact with other neighboring schools that shared the same interests with us the impact of going out with the results and showing in exhibitions in public talks sometimes in the media sometimes in science fairs or in alignment conferences sometimes in public hearings in the city government this has been really a major impact and and also what struck the schools and the national coordinators of the UNESCO Schools Network most a single project can transform the vision of the school both by those who are in it but also by those who are outside and that are connected to what is happening in the world and engaged in it that's really been this transformative approach that we had ideally hoped for and we were so happy to see it happen students teachers and other staff inspired and encouraged each other by sharing information with other schools in different regions and countries through the asp net online tool video conferences webinars on different themes visits between schools active social media groups and face-to-face meetings between project coordinators teachers and students at unesco events I have also been able to partner with two schools overseas and we have learned so many things from them for this test from third opsin is to technology we learned that their students are the ones who clean they don't use genitals or cleaners to clean for them so we have also introduced to that here so our students had the opportunity to speak and exchange their own ideas and what they have already done with students that come from other countries or even continents how do you think that we can promote all this volunteer work to all the other Kings reach out to other schools and to convince other other students of the precisely of of all of the good things that you have learned all of the good things that you perceive that you can do and all of the impact that you can have in society so it was a great experience for all of us to see how climate change affects these countries and what actions they take in order to overcome the problems I think the most unanimous statement that came out of every single participant was we can't stop now so what do we do next Akito no sólo se quiere en lo que nuestra comunidad sino que también puede Etra sender el municipio la provincia ya nivel nacional eat ambien de manera Internacional esperamos que cambia climatic o no se que ver solamente n libros y practically no get a mistaken beer tasty lo de vida que podamos tarlowe yatra comunidade log on también y vamos a ser s consciente del importante que nuestro planet opera la vida seven participating countries Brazil France Germany Greece Indonesia Lao People's Democratic Republic and Lebanon want to roll out the whole school approach to all asp net members in their countries and have already started preparing based on the results of the pilot project UNESCO will invite in 2019 all 11700 associated schools in the world to engage with the whole school approach for this scaling up process the organisation will make use of the rich expertise and experience that has been accumulated during the pilot phase is asp net national coordinators and school level actors can help their peers in other countries to mobilize and transform their schools to become climate ready in their respective contacts I believe as an person it is important to play a very key role in the climate change project because the future lies in the hands of the youth and the youth have a role to play to either destroy it or to keep it I believe that change begins with an individual and as an individual I I believe that I should be empowered to protect the environment from my school I hope that our program continues on and spreads around the world so people and can actually know the importance of keeping the environment clean we will be the ones that will probably save the planet in the near future so I think it is very very important to be informed about them there is an enormous wave of optimism that comes out of a project like this because you see that people are interested to engage themselves and ready to do things and that schools in a very short time can be transformed so that they motivate and empower students to change their behavior and take action for the planet you you

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