\n
Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n
Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2256","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2256","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2256","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2256","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"}],"next":false,"prev":false,"total_page":1},"paged":1,"column_class":"jeg_col_3o3","class":"epic_block_3"};
\n Article summary and presentations <\/a> <\/p>\n
\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n
\n Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n
\n Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n
\n Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n
\n UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n
\n On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n
\n Technical specifications<\/strong> On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n
\n Working languages<\/strong> Technical specifications<\/strong> On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n
\n Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n Working languages<\/strong> Technical specifications<\/strong> On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n
\n The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n Working languages<\/strong> Technical specifications<\/strong> On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n
\n The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n Working languages<\/strong> Technical specifications<\/strong> On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n
\n Dates:<\/strong> The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n Working languages<\/strong> Technical specifications<\/strong> On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n
\n <\/p>\n\n\n\n Dates:<\/strong> The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n Working languages<\/strong> Technical specifications<\/strong> On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n
\n <\/p>\n\n\n\n Dates:<\/strong> The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in workshop agenda.<\/a><\/p>\n\n\n\n Working languages<\/strong> Technical specifications<\/strong> On 8 April 2020, UNU-IAS, jointly with UNESCO Bangkok and UNESCO Institute for Lifelong Learning (UIL), organised a virtual Panel Session for the Comparative and International Education Society (CIES). Joined by approximately 100 participants worldwide, the virtual panel session \u201cGenerating transformative change through reframing education within and beyond school settings<\/strong>\u201d covered diverse topics under the CIES2020 Conference<\/a> theme \u201cEducation beyond the Human\u201d. Behavioural changes to address global environmental problems, such as climate change and biodiversity loss, should be transformative rather than incremental. Education is the first step to this mindset shift, and it has to be reframed beyond conventional approaches to respond to the challenges we are facing dynamically.<\/p>\n\n\n\n UNU-IAS Director,\u00a0Shinobu Yume Yamaguchi<\/a>\u00a0chaired the session, which was composed of four presentations and discussion. Mark Manns (UNESCO Bangkok) introduced UNESCO\u2019s \u201cHappy Schools Project\u201d, which endorses diverse educational approaches that value and nurture learners\u2019 holistic development. Referring to the results of pilot studies in three Asian countries, he emphasised that happiness and education quality are inseparable and that learners become agents of change and contribute to building equitable, fair and sustainable societies.\u00a0<\/p>\n\n\n\n Hiroaki Takiguchi<\/a>\u00a0(UNU-IAS) focused on a multi-stakeholder approach for Education for Sustainable Development (ESD) beyond school settings. Bringing up cases of Regional Centres of Expertise (RCEs) on ESD, which UNU-IAS serves as the Global Service Center, multi-stakeholders can learn collaboratively and make collective decisions and actions towards sustainable development and ESD within a local context.\u00a0<\/p>\n\n\n\n Evonne Yiu<\/a>\u00a0(UNU-IAS) showcased the \u201cSatoyama Initiative\u201d approach to foster community-based learning and action for biodiversity conservation. She exemplified community-based learning for revitalizing and conserving human-influenced socio-ecological production landscapes and seascapes (SEPLS) and stressed three levels for transformative change: Structure, Behavior, and Consciousness. Jonghwi Park (UIL) featured the UNESCO \u201cDigital Kids Asia-Pacific Project\u201d which aims to foster digital citizenship among children and youth beyond ICT skills. Based on the key findings of the study targeting more than 5,000 students in four countries in the Asia-Pacific region, she underscored children\u2019s relatively low digital creativity and innovation, and the digital divide that affects children\u2019s digital citizenship competencies.<\/p>\n\n\n\n Maki Hayashikawa (UNESCO Bangkok) in her synthesis commended these diversified approaches highlighted by the four speakers as timely in this challenging time when the world is facing \u201can invisible enemy, COVID-19\u201d. She pointed out that through tackling the coronavirus outbreak, we should also take the opportunity to bring about transformative changes by reframing the system and concept of education. At the discussion, issues relating to RCEs operation and the emphasis on the relationship between human beings and the environment by the Satoyama Initiative were also discussed. Participants were particularly interested in UNESCO projects and raised some questions to clarify the modalities.<\/p>\n\n\n\n Concluding the session, UNU-IAS Director Yamaguchi emphasised that the dynamic reform of education to bring about transformative change and paradigm shifts is pivotal to a sustainable planet.<\/p>\n\n\n\n Article summary and presentations <\/a> <\/p>\n
\n Objectives: <\/strong><\/p>\n\n\n\n <\/p>\n\n\n\n Dates:<\/strong> The first online workshop, \"The Big Conversation: Education for Sustatainable Development and the World Beyond COVID-19\",<\/strong> will be a joint thinking process to collect observations and questions on the transformation we need in the world beyond the pandemic and how ESD contributes to this transformation. It aims to provide an opening to a number of topics that will be discussed in the upcoming workshops. <\/p>\n\n\n\n Date & Time: Wed 9 September 2020, 12:30-13:30h GMT+2<\/strong>, see more detail in
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2879","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2879","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2879","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2879","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n![\"\"](\"https:\/\/neqmap.bangkok.unesco.org\/wp-content\/uploads\/2020\/08\/ESD-workshop-Sep20-1024x505.jpg\")
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2879","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2879","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2879","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n
The online workshops are conducted in English. Live interpretation in French will be provided for some of the workshops. Written interactions during the workshop are available in English and French.<\/p>\n\n\n\n
The online workshops are organized on the platform Zoom. The detailed agenda of each session and the link to access the session are shared in advance through the online page for the series: https:\/\/en.unesco.org\/themes\/education-sustainable-development\/ESDfor2030-workshops<\/p>\n","post_parent":0,"guid":"https:\/\/neqmap.bangkok.unesco.org\/?p=2879","menu_order":0,"post_type":"post","post_mime_type":"","comment_count":"0","filter":"raw"},{"ID":2256,"post_author":"1","post_date":"2020-04-07 10:50:57","post_date_gmt":"2020-04-07 03:50:57","post_content":"\n
The online workshops will be held once a month, every second Wednesday, starting September 2020. To make the online workshops accessible to participants in different time zones across the world, three different time slots will be used on rotational basis (for details, please see concept note<\/a>). After the workshops, a recording and short article summarizing the discussions will be made available online.<\/p>\n\n\n\n