Tag Archive for: sustainable development

São Paulo School of Advanced Science for Sustainable and Inclusive Amazionia

TThe São Paulo School of Advanced Science for a Sustainable and Inclusive AMAZONIA (SPSAS AMAZONIA) will be held from 21st of November to o5th December the Hotel Fonte Colina Verde in São Pedro/SP, Brazil.

The objective of this School is to provide young postdoctoral fellows (and PhD candidates) with a multi and interdisciplinary vision, based on science and valuing indigenous and traditional knowledge, of the main problems that have historically hindered sustainable
development, conservation, and social inclusion in the Amazon. It also aims to discuss the existing alternatives to these fronts and jointly build with early career scientists, new proposals to solve these problems.

The application form is avaible here.

For any queries, please contact spsas-amazonia@biota.org.br

Balkan: from a War Massacre Site to a Sustainable School

The elementary school Vladimir Nazor, in Croatia, is now “The Blue Economy Happy School “.

It took three years between the formulation of the idea and the reality. Students, parents and the school leadership wanted to overcome once and for all the traumas inflicted by the Balkan War by transforming their dilapi dated building into an example from which the world can learn.

Their project proposal received in 2018 the Sustainability Prize of the Emirate-based Foundation honoring Sheikh Zayed, the Founder of the United Arab Emirates. The $100,000 award money kickstarted a revolutionary transformation that mobilized a total of €700,000 thanks to additional support from the Zadar County and the European Union.

Now a 30 kW solar power plant supplies electricity for LED lighting and solar backpacks can be used by students on field trips. An ultrafast, super-secure and energy saving internet operates on light (LiFi), the first in Croatia and one of the first in Europe. An electric vehicle powered by the solar provides for all transport needs for the school, especially the kitchen. When the school is closed for weekends and holidays then all power is distributed to the local community.

Leonarda Skara

Students are now proud of their school, an infrastructure that was first built in 1876. They wish to create a portfolio of new businesses, securing a future for their community that already harbors the largest organic olive orchard in Croatia. They do not wait to take initiative after graduation and created a student cooperative “Maslina” selling olive oil from the school gardens. Now they are ready to convert the 30 kg of clippings per tree into 15 kg of mushrooms generating more income and job opportunities.  “We want to have a future right here at home” commented Leonarda Skara who went to Abu Dhabi to collect the Prize and who is leading the students in their enthused transformation of the war torn region.

The success story of the Vladimir Nazor Elementary and Middle School in Škabrnja will serve as an inspiration for all village schools around the world demonstrating that a new future is possible even when the dramas of the past are hard to accept nor forget. A video documenting this transformation will be translated into five UN languages and will be distributed through a video and text to the global network of Zayed Sustainability Prize schools.

”The Ministry of Science and Education is happy that the students and employees of the Vladimir Nazor Elementary School, from the small Zadar municipality of Škabrnja, demonstrated their resolve to embrace the future”, said Vesna Šerepac, Director of Education at the Ministry of Science and Education. The inauguration ceremony was attended by Prof. Gunter Pauli, known as “The Steve Jobs of Sustainability” representing The Zayed Sustainabilty Prize where he serves as a member of the committee; the Prefect of Zadar County Božidar Longin; Prof Ivan Šimuni Head of Education for Zadar county; and Darko Parić CARNET Public Administration co operation advisor.

School strike for climat, Greta and the others

Tout a commencé en août dernier quand une jeune suédoise de 15 ans (elle en a 16 aujourd’hui) désormais célèbre, Greta Thunberg (photo) a décidé de faire la « grève de l’école pour le climat » au motif que pour un jeune cela n’a aucun sens de préparer son avenir alors que l’inaction des adultes quant à la crise climatique prive précisément la jeunesse d’avenir.

Dans le sillage de Greta

Comme une véritable héroïne, elle était seule assise sur les marches du parlement suédois. Elle est revenue avec sa pancarte semaine après semaine. Puis elle a été rejointe, puis des élèves en Australie ont fait grève eux aussi, puis elle est allée à la coop 24 où elle a eu des parole fortes, puis des élèves en Allemagne, en Suisse, en Belgique… se sont mis en grève et on manifesté pour le climat en se revendiquant de ce mouvement de grève de l’école pour le climat, agissant de façon explicite dans le sillage de Greta. Cela n’est pas encore enclenché dans la réalité en France mais les décisions sont prises, ça va bouger. Les jeunes belges sont en particulier impressionnants. Ils ont décidé de se mobiliser tous les jeudis. Ils sont passés de 3 000 à 35 000 en 3 semaines à défiler pour le climat à Bruxelles. Certains manifestants n’ont pas plus de 10 ou 12 ans ! Greta à fait sensation à Davos, le mouvement ne cesse de se renforcer. A l’appel de Greta, le 15 mars sera une journée internationale de grève de l’école pour le climat.

Les profs entrent en action

En France un collectif des enseignants pour la planète s’est constitué. Ils se sont rencontrés dans le tout nouveau mouvement extinction rébellion. Ils disent « L’urgence écologique n’est plus à démontrer. Elle est à enseigner, et elle doit nous mobiliser à chaque instant, dans nos salles de classe, salles des profs mais aussi dans la rue et dans nos luttes! C’est le sens de la création de ce collectif Enseignant.e.s pour la planète! » Ils sont déjà en quelques semaines près de 3 000 à avoir signé.

Un appel circule dans les milieux de l’éducation

“…nous déclarons que nous ne voulons plus être les instruments d’une propagande rassurante, qui rend invisible la catastrophe écologique. Nous devons au contraire dire à nos élèves que la situation est gravissime, sur le climat qui s’emballe, la biodiversité qui disparaît, la pollution qui pénètre jusque dans nos cellules, et qu’aucun diplôme ni aucune formation ne les protégera contre cela…”. L’excellent quotidien de l’écologie Reporterre a publié un article sur le sujet.

Le développement durable en question

Nous pouvons aussi lire dans l’appel : “…Les médias, les scientifiques nous l’ont assez répété. Nous le savons mais nous nous taisons. Dans nos salles de classe, nous avons accepté trop longtemps d’enseigner le « développement durable », entretenant chez les élèves l’illusion que la situation était sous contrôle, prise au sérieux par les gouvernements du monde…”. Beaucoup d’acteurs de l’éducation à l’environnement apprécieront cette remise en question du développement durable. Ce concept, parachuté du haut dans les années 90, a encombré les réflexions, les échanges et les actions en faveur de l’environnement dans le monde éducatif depuis plus de 20 ans. Adoptons pour de bon le terme « transition » qui lui vient de la base et clairement aujourd’hui, à toutes et tous, s’impose.

Les Educations nationales n’ont pas assuré

De voir tous ces enfants et ces jeunes dans l’émoi cela devrait nous alarmer au plus haut point. Ils disent l’incapacité des adultes à mettre en œuvre ce qu’il faut pour stopper l’effondrement que nous vivons. Il n’y a pas qu’en France, il semble bien que ce soit dans tous les pays que les systèmes éducatifs étatiques n’ont pas assuré. Ils n’ont pas tenu compte des recommandations faites par les grandes conférences internationales sur l’environnement. Dés à Stockholm en 1972, il avait été dit et acté dans le principe 19 qu’il est  « essentiel de dispenser un enseignement sur les questions d’environnement aux jeunes générations aussi bien qu’aux adultes … »cela n’a pas été fait ou alors vraiment du bout des doigts. Il faut totalement repenser l’éducation.

En nous, on le sent, l’espoir renait

Nous n’avons pas besoin de jeunes obéissants qui savent apprendre par cœur et bardés de diplômes. Nous avons besoin de jeunes autonomes, confiants en eux, sachant prendre des initiatives, sachant travailler en groupe, des jeunes créatifs, proches de la nature pour l’avoir beaucoup fréquenté dès leur plus tendre enfance. Il y va maintenant de la survie de l’espèce humaine. Soit nous savons prendre les bonnes initiatives, nous-mêmes, pour notre économie domestique et celle de nos territoires locaux partout dans le monde ou alors nous continuerons d’aller à la catastrophe. Avec Greta, avec ces dizaines de milliers de jeunes qui se lèvent dans tous les pays, en nous, on le sent, l’espoir renait, aidons les !

Roland GERARD

Equator Prize 2019, the call for nominations is open

The Equator Prize 2019 will be awarded to outstanding community and indigenous initiatives that are advancing nature-based solutions for local sustainable development. Each winning group will receive USD 10,000 and will be invited to participate in a series of policy dialogues and special events during the United Nations General Assembly and the Secretary-General’s Climate Summit in New York in September 2019, culminating in a high-level award ceremony at the beginning of Climate Week.

The Equator Prize 2019 will have a special focus on

–        initiatives that protect, restore or sustainably manage natural environments
–        initiatives that promote local models for climate-smart food and agricultural production systems
–        innovative ways to finance nature-based solutions for sustainable development and climate change

The nomination deadline will be 26 February 2019.
Nominations can be submitted in 8 languages. For further information and to nominate visit the website or contact prize@equatorinitiative.org

Two Post-Doctoral Research Associate Positions

The Human Dimensions Lab, Department of Forestry and the Natural Resources Purdue University, West Lafayette, Indiana are looking for  two post-doctoral research associates to join two collaborative, interdisciplinary, international projects. Both projects are part of a large initiative, Arequipa Nexus Institute for Food, Energy, Water, and the Environment (the Nexus Institute) and both positions will involve coordination and collaboration with selected faculty and graduate students at the National University of Saint Augustine (UNSA), our partner institution in Arequipa, Peru.
Project 1: Equitable Co-existence of Agriculture, Mining, and Regional Development in Arequipa: Realities, Barriers, and Opportunities.
Project 2: A Framework for Sustainable Water Management in the Arequipa Region

Specific responsibilities: managing day-to-day communication and relationship between research team and partners in Peru; organizing and coordinating qualitative and quantitative data collection in the field (as soon as summer 2018); analyzing qualitative and quantitative data; co-developing manuscripts and other research and engagement products; participating in other research-related project activities.
Required qualifications: completed a PhD in a relevant field by the start date; high Spanish-language competency, particularly in spoken Spanish; interest and willingness to travel to the Arequipa region for field work during an extended period of time (e.g., one or more months).
Strongly preferred qualifications: experience with interview and survey research; familiarity and/or experience with water governance and smallholder farmer related research; experience with statistical/econometric analyses; field experience in the rural Global South.

Both post-doctoral research associate positions are for two years, given satisfactory progress in the first year. The annual salary is $47,500 plus benefits, and they provide funds to cover relevant travel expenses to research sites and conferences. The selected post-doctoral research associates will also have opportunities for professional development on and off-campus. Preferred start date is April 16, 2018, but may be negotiated upon request. Review of applications will start on March 19, 2018 and will continue until the position is filled. Women and underrepresented minorities are strongly encouraged to apply.

To apply: submit the following in a single PDF file to Dr. Zhao Ma via email (zhaoma@purdue.edu): cover letter describing your relevant experience and scholarly interests with a clear indication of your preference between the two projects; curriculum vitae; two examples of relevant publications or writing samples; and contact information of three references. Please use the following subject for your email “Nexus post-doc application for position X_First Name Last Name.

Online Certificate on Education for Sustainable Development

The Earth Charter Center for Education for Sustainable Development offers an online certificate programme on education for sustainable development, in collaboration with the UN Mandated University for Peace.
This Online Certificate Diploma is designed to provide participants with the understanding, knowledge, and skills to integrate Education for Sustainable Development and Education for Global Citizenship into classrooms, schools, and curricula with depth and creativity. It contributes to the implementation of the Sustainable Development Goals, with a specific focus on SDG 4, target SDG 4.7 .

Specifically, this Certificate Programme seeks to:

Clarify concepts of sustainability, sustainability values and principles, sustainable lifestyles and responsible consumption; and global citizenship, as well as the synergies between them.
Deepen and expand knowledge about new paradigms of education associated with education for sustainability, sustainable lifestyles, education for global citizenship and transformative education.
Strengthen capacities and skills of the educators to integrate the values of sustainability in their areas of action, and develop educational programmes that promote a new awareness of our relationship with the environment and sustainable lifestyles.
Explore methodological and transforming pedagogical tools that can be used in educational programmes.
Motivate and inspire educators to contribute, through their areas of action, in building more coherent, harmonious, and sustainable societies.
Stimulate the exchange of experiences between educators from different contexts and regions.

The Certificate Programme has a duration of five months. It consists of four courses plus five seminars. Each course consists of five sessions (one per week). The minimum hourly load per participant is 124 hours, which involves 4 hours per week to read and see all the materials per session, plus the time for the seminars, and the preparation and implementation of a final project (individually or in group).

The course fee is US$1,300 (30% discount offered for groups of 3 or more. 10% discount in registration before November 15th, 2017, full payment only).

Read the program’s brochure