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Thematic Areas: Inclusion and Youth | Digital Transformation | Private Sector Engagement | SDGs and Greening TVET
Our Key Programmes & Projects: BILT: Bridging Innovation and Learning in TVET | Building TVET resilience | TVET Leadership Programme | WYSD: World Youth Skills Day
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Our Services & Resources: Publications | TVET Forum | TVET Country Profiles | TVETipedia Glossary | Innovative and Promising Practices | Toolkits for TVET Providers | Entrepreneurial Learning Guide
Events: Major TVET Events | UNEVOC Network News
Virtual conference on Greening TVET, 12-26 November 2013
These examples shall only give an idea how SD and TVET can be linked in different areas and at different educational levels. If you are interested in reading more, please use the “links” to the relevant websites or feel free to ask for further information.
Formal education - Workplace based training regulation (Germany)
State recognized occupational standard for workplace based training: Plant mechanic for sanitary, heating and air conditioning systems (m/f)
Formal education - SD in TVET curriculum
'Greening of TVET' is a global agenda item of UNESCO-UNEVOC feeding into UNWTO’s global agenda item of 'sustainable development'. With this in mind, the School of Hospitality, Tourism and Culture (Toronto, Canada) is committed to its mission of greening curriculum across its 14 programs while embedding sustainable development/management principles. This strategic initiative will set benchmarks within the curriculum to address environmental and sustainable development and management practices, guidelines and principles. More information
Informal education: Going Green – Sustainable Housing Practices in developing countries (UN Habitat 2012)
This handbook introduces the linkages between current urbanization in the developing world, the housing sector and global warming. The housing sector is in a key position to mitigate climate change making environmentally friendly affordable housing strategies opportune and crucial. The housing sector is the single most efficient sector that can, without extra costs, address the issue of climate change. Scaling up efforts of making the housing stock of developing countries more environmentally friendly can make a great difference in terms of climate change mitigation and adaptation as well as improve quality of life and human well-being. In order to achieve sustainable housing a comprehensive approach is needed that includes not only environmental but also social, economic, cultural, and institutional sustainability dimensions. More information
SD in primary education and non-formal adult education: Agro-ecological Schools of High Mountain, Colombia
An example of a promising practice listed in UNESCO-UNEVOC promising practices database. This database presents a set of initiatives from around the world that have been identified and selected by a team of experts as being particularly ‘promising’ for TVET in their context. More information
SD in Higher Education (HE): Teacher Training – Teaching and Learning for a Sustainable Future a multimedia teacher education programme (UNESCO)
Teaching and Learning for a Sustainable Future is a UNESCO programme for the United Nations Decade of Education for Sustainable Development. It provides professional development for student teachers, teachers, curriculum developers, education policy makers, and authors of educational materials. More information
Canada
The policy framework for environmental education in Ontario schools: Acting Today, Shaping Tomorrow (2009 within in the context of the UN Decade of ESD). Canada: Report to UNECE and UNESCO on Indicators of Education for Sustainable Development Report for Canada 2007 – 2010, October 2010; Prepared by the Council of Ministers of Education, Canada in collaboration with The Canadian Commission for UNESCO and Environment Canada. Canadian networks have been established and are working actively to accomplish the work of the Decade of Education for Sustainable Development. Strategies and actions for the ministry, school boards, and schools are expressed in terms of three goals: