{"id":261,"date":"2010-02-22T14:41:05","date_gmt":"2010-02-22T14:41:05","guid":{"rendered":"http:\/\/vefir.hi.is\/kennaramenntun\/?page_id=261"},"modified":"2010-02-22T14:41:05","modified_gmt":"2010-02-22T14:41:05","slug":"unesco","status":"publish","type":"page","link":"https:\/\/vefir.hi.is\/kennaramenntun\/kennaranam\/unesco\/","title":{"rendered":"UNESCO"},"content":{"rendered":"

Sk\u00fdrsla um \u00e1ratug UNESCO um sj\u00e1lfb\u00e6rni<\/a><\/p>\n

Einf\u00f6ld sv\u00f6r vi\u00f0 nokkrum spurningum um\u00a0 menntun til sj\u00e1lfb\u00e6rni<\/a>\u00a0. Tengillinn v\u00edsar inn \u00e1 vefs\u00ed\u00f0u sem er hluti af st\u00e6rri vef sem fjallar um \u00e1ratug UNESCO um menntun til sj\u00e1lfb\u00e6rni.<\/p>\n

Education for Sustainable Development
\nToolkit\u00a0<\/a>\u00a0(142 bls.) Sk\u00fdrsla eftir\u00a0Rosalyn McKeown, Ph.D. gefin \u00fat 2002. Styrkt af Waste Management Research
\nand Education Institution.<\/p>\n

The Education for Sustainable Development Toolkit is based on the idea that communities and educational systems within communities need to dovetail their sustainability efforts. As communities develop sustainability goals, local educational systems can modify existing curriculums to reinforce those goals. As we developed the Toolkit, it became apparent that many communities have not developed sustainability goals or action plans on which to base educational change. As a result, we include some exercises to help communities develop such goals. We also include a few exercises to explain the concept of sustainable development.<\/p>\n

Teaching and learning for sustainable future<\/a>\u00a0 Vefs\u00ed\u00f0a gefin \u00fat 2006 af UNESCO. Vir\u00f0ast vi\u00f0 fyrstu s\u00fdn vera lei\u00f0beiningar um n\u00e1lganir \u00ed kennslu.<\/p>\n

The DESD breaks down the traditional educational scheme and promotes<\/a>:<\/p>\n

– Interdisciplinary and holistic learning rather than subject-based learning<\/p>\n

– Values-based learning<\/p>\n

– Critical thinking rather than memorizing<\/p>\n

– Multi-method approaches: word, art, drama, debate, etc.<\/p>\n

– Participatory decision-making<\/p>\n

– Locally relevant information, rather than national<\/p>\n

Sk\u00fdrsla fr\u00e1 1996\u00a0 Education: The Treasure within <\/a>um hugmyndir UNESCO um nau\u00f0synlegar umb\u00e6tur \u00ed menntam\u00e1lum.\u00a0 \u00cd kafla 6 er m.a. fjalla\u00f0 um h\u00e1sk\u00f3la.<\/p>\n

\u00dear segir m.a.<\/p>\n

Universities\u00a0 should be central to the higher level of the system, even if, as is the case in many countries, thereare other, non-university establishments of higher education.<\/p>\n

\u2022 Universities would have vested in them four key functions:<\/p>\n

1. To prepare students for research and teaching.<\/p>\n

2. To provide highly specialized training courses adapted to the needs of economic and social life.<\/p>\n

3. To be open to all, so as to cater for the many aspects of lifelong education in the widest sense.<\/p>\n

4. International co-operation.<\/p>\n