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Training courses for schools

We provide energy management training tailored specifically for schools. Both our offerings below are suitable for teachers, principals, Green-Schools co-ordinators and members of the Board of Management.

Our first offering is an introductory, 20 minute module in our online Energy Academy called 'Saving Energy in Schools'. This introduces you to the main energy consumers in schools, energy management principles, tips and advice for saving energy in schools.

Our second, more advanced, offering is our Energy in Education training course. Learn how to read and really understand your energy bill and energy use within your school. Progress then to develop and implement your own energy saving plan for the School.

What's involved?

Attend two half day workshops*. We will work our way through a five step energy management process using guides and workbooks

We will provide access to resources, online tools and expert advice

We give you the opportunity to network with other schools to share knowledge and experience

We will arrange an energy advisor to undertake an energy assessment of your school at no cost (subject to availability and meeting eligibility criteria)

Note* The workshops may be delivered completely online or in a blended format. Courses will be run in early 2022.
Register your interest

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We provide energy management training tailored specifically for schools. Both our offerings below are suitable for teachers, principals, Green-Schools co-ordinators and members of the Board of Management. Our first offering is an introductory, 20 minute module in our online Energy Academy called 'Saving Energy in Schools'.

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The supplementary Annex of Actions which accompanies the Climate Action Plan has also been approved by Government, subject to Strategic Environmental Assessment and Appropriate Assessment. For 2024 a new approach to the Annex has been implemented that will see only new, high-impact actions included in the Annex, while the full roadmap of actions to support the delivery of our climate targets remains within the Climate Action Plan itself.

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What can you do to celebrate Earth Day?

Use a recyclable water bottle or coffee mug

Build a birdhouse

Take a bike ride

Hike or walk

Use recyclable grocery bags, not plastic ones

Recycle your paper and cardboard

Remember to turn off lights that you’re not using

Switch to LED lightbulbs

Repair your leaky faucet

Pick up trash at a local park, neighborhood, or beach

Plant a tree or buy a tree certificate (such as through Friends of Trees or a living tribute)

Carpool to work or other activities

Switch to paperless bills and invoices

Compost (check out this great article from eartheasy for how to do so)

Start a bee farm (first, check with your local authorities to see if you have permission, and then check out this great article from Countryside Network for how to start your farm)

Plant a garden

“Adopt” an animal at a wildlife preserve (such as through the World Wildlife Fund)

The possibilities are endless! How are you going to celebrate this year?

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A Short History of Earth Day and 17 Ways to Celebrate This Year ...

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Her warning came as leading secondary teachers unions expressed concerns over the potential employment threat posed by AI - and demanded that the scale of the challenge be recognised by its inclusion in future social partnership agreements between the Government and trade unions.

Teachers Union of Ireland (TUI) members warned that AI should never replace human beings in the classroom and must only be used to support and not undermine teachers.

Ms Foley stressed that Ireland cannot afford to ignore the enormous benefits offered by AI because of fear of its obvious challenges.

But she vowed that the integrity of the Junior Cert and Leaving Cert in the State exam system will be guaranteed from any challenges posed by AI.

"I think we need to be very clear there are and will be enormous benefits to AI - I think education needs to harness those benefits and we need to educate our staff and students on how best to utilise those benefits," she said.

"But I am equally conscious that there are challenges and negatives to the use of AI also.

"In that respect we are within the department very focused on that. We are working from an EU point of view - there is significant work being done in the EU.

"For example, in the last couple of weeks we hosted as a department a gathering in Athlone of teachers to ascertain their views, their experiences and their long-term view of AI.

"There is also a significant body of work being done by the State Examinations Commission. I am confident and they are confident that they are protecting the integrity of the exams - and that is important."

The Kerry TD said that Ireland was fully aware of the benefits offered by AI and was one of the European countries leading the way in terms of adapting both to its benefits and challenges.

"Equally so, it is important to say that Ireland - we are one of five countries that engaged at an EU level on a programme dedicated to AI for teachers and by teachers. All the learnings from that are available now," she said.

"We are proactive in this phase. We need to learn more and more, But we need not to be afraid to harness the positives but also be mindful of armouring ourselves against the negatives. It is a very active phase in education."

For the first time, AI emerged as a major item at the various teacher conferences over Easter including both the TUI and Association of Secondary Teachers in Ireland (ASTI).

Both demanded specific protections from any threat to jobs posed by AI.

Concerns were also raised over how AI might impact classwork, in particular the originality of material submitted by students.

TUI delegates overwhelmingly passed a series of motions aimed at implementing safeguards over the use of AI - and to ensure AI can never threaten existing employment.

The motions came as it emerged that AI was already challenging certain classwork with AI-supported programmes writing essays for students and even supplying codework for some projects.

A TUI executive committee motion was joined by four branches from Donegal, Galway, Longford and Offaly in warning of the potential dangers posed by AI to the Irish education sector if its use was unregulated.

The union has now voted to insist that AI and its potential deployment be on the agenda for all future national discussions between the Irish Congress of Trade Unions (ICTU) and the Government.

Donegal TUI member Ursula O'Connor said the challenges were as real as they were far-reaching for educators.

"This is not science fiction," she warned.

"It is the reality in 2024 - we are at the dawn of a new age. This is the age of AI. But along with the endless possibilities we must be alert to the potential pitfalls."

The EU has already acknowledged that, in terms of the general applications of AI, the global education sector has the highest risk.

"Teachers must remain at the core of the education system. AI must support and never replace teachers."

TUI executive committee member Antoinette Rourke warned that AI must always serve the greater good in society.

"We have to tread very carefully," she said.

"We need assurances that no worker should be at the will of a machine. AI must align with our values, our ethics and our societal wellbeing."

TUI members warned that such are the far-reaching applications of AI that it has even brought the authenticity of some classwork into doubt.

"Will it be the student's project, Mammy's project or the AI project?" one delegate asked.

TUI delegates overwhelmingly backed motions from four county branches which stressed that "human interaction... (must remain) at the heart of quality education."

"AI must not be allowed to substitute for, displace or replace teachers or lecturers," one motion said.

TUI members stressed that, if necessary, the potential threat of AI be dealt with by means of industrial action either at local or national level.

The union executive acknowledged that AI "has profound and immediate implications involving both risk and opportunity for public education systems, for education sector employees, for learners and for teaching and learning."

It is now planned to create a special working group to analyse and monitor the risks and opportunities offered by AI within the education sector.

Further, the TUI will now develop a strategic approach to the use of AI for schools and colleges following on from a special policy study last year.

It was agreed that the union "demand of all relevant government agencies credible assurances and commensurate practical measures to insist that the use of AI in the public education sphere will be the subject of social dialogue and, where appropriate, collective agreements."

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Integrity of Leaving and Junior Cert exams to be protected from AI threat, Minister Norma Foley vows

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The world-recognised integrity of Ireland's State examination system will be fully protected from any challenge posed by artificial intelligence as Education Minister Norma Foley warned that the country cannot afford to be afraid to harness the benefits offered by AI.

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Online Courses from Oide Technology in Education 

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Online Courses from Oide Technology in Education 

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Quality interactive courses for primary and post primary teachers, all free of charge.

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View, enrol in and access free online term time courses for teachers from Oide Technology in Education below.

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Get Wise, a land-based water safety programme for PE Teachers in Junior Cycle PE. 

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Water Safety Ireland: Water Insight, Safety and Education (WISE)

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Water Safety Ireland: Water Insight, Safety and Education (WISE)

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The programme was developed in collaboration with Oide, a support service for teachers and school leaders, alongside the Department of Education.

Get WISE aligns with the Junior Cycle P.E Curriculum Strand 2: Participation, Learning Outcome 2.9: Demonstrate an understanding of personal survival and water safety considerations.

The Get WISE programme aims to equip students with the knowledge they need to make the right decisions in all sorts of situations to keep themselves, and others, safe on, or near, water.
You do not have to be water confident, to be water safe.

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The programme was developed in collaboration with Oide, a support service for teachers and school leaders, alongside the Department of Education. Get WISE aligns with the Junior Cycle P.E Curriculum Strand 2: Participation, Learning Outcome 2.9: Demonstrate an understanding of personal survival and water safety considerations.

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Engineers Week will be back in February to celebrate engineering across Ireland. You are invited to get involved and inspire young people in your local community.

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Webwise Parents Hub

The Webwise Parents Hub is the key internet safety online access point for parents in Ireland. It provides free advice, information, and resources to ensure that your child makes the most of their time online. Get advice from experts in parenting, education, technology and psychology, access Explainer Guides to popular apps and platforms, How To Guides, downloadable resources, and much more.

This guide gives parents support, advice and information to help their children have a positive experience online. Topics explored in the guide include cyberbullying, screen time, sexting, social media and online pornography.

#TalkListenLearn

The #TalkListenLearn campaign supports children and parents/guardians online.
Having regular open conversations is one of the most effective ways of supporting your child online. The #TalkListenLearn campaign has a range of free resources and advice to support families, and you can start the chat using our Topic Generator!

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Internet Safety Resources: Get free lessons on cyberbullying

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Webwise teaching resources help young people learn how to use new media in a safe and positive way. Topics covered include privacy and cyberbullying.

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Digital Skills Tutorials

The digital skills tutorial page has been created by teachers for teachers. The tutorials focus on tools and applications we see schools using, and demonstrate the skills you need to use the tools in the classroom. You'll find more of these tutorials and examples of their use in our popular online courses.
Inclusion of specific titles does not imply endorsement. Not all titles are free. Features will change over time, so some videos may require updates. Contact us if you have any feedback.

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The digital skills tutorial page has been created by teachers for teachers. The tutorials focus on tools and applications we see schools using, and demonstrate the skills you need to use the tools in the classroom. You'll find more of these tutorials and examples of their use in our popular online courses.

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Oide Technology in Education: Good Practice Videos

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Oide Technology in Education: Good Practice Videos

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In this video from our Leading Digital Learning series, Tom Lonergan, National Coordinator of the Technology Integration Initiative, and Deirdre Redmond, Project Officer, outline two main areas their team focuses on: Providing guidance to schools around all elements of digital technologies and managing the Schools Broadband Programme with the objective to improve the quality of broadband in schools.

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Oide Developing a digital learning plan for your school

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Oide Developing a digital learning plan for your school

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Module 1: Introduction to Digital Learning Planning

In this module, you will look at what digital learning looks like in the classroom and how a constructivist pedagogy which embeds digital technologies can offer new possibilities for learning, teaching and assessment. You will also be introduced to the Digital Learning Framework for Schools (DLF) and the Digital Learning Planning Guidelines (DL Planning Guidelines).

Module 2: Creating Your Vision for Digital Learning

In this module, you will look at some of the key considerations in establishing a team to lead the planning process and for creating your school's vision for digital learning. You will learn how to conduct a workshop with colleagues to help you to create a vision statement for digital learning.

Module 3: Gathering Data

In this module, you will examine how to use the Digital Learning Framework to determine the focus of your Digital Learning Plan. You will look at how to gather and analyse relevant evidence to help make informed decisions to enhance digital learning practices in your school.

Module 4: Developing and Monitoring your Digital Learning Plan

In this module, you will look at how to set specific targets and determine actions that need to be taken to achieve them and improve digital learning practice in your school. You will also examine the key considerations for monitoring and evaluating the implementation of your DL Plan.

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Developing a Digital Learning Plan for your School - Short Version

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This short online course will help teachers and school leaders to developing or updating their school's digital learning plan.

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Oide Digital Storytelling (Post Primary)

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Oide Digital Storytelling (Post Primary)

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Participants will be enabled to:

Explain the benefits of digital storytelling to improve key skills and support teaching, learning and assessment in their subject

Recognise the potential of the digital storytelling process to improve students' ability to critically reflect upon their learning

Examine how the digital storytelling process supports students' understanding of subject area knowledge as well as improving engagement and motivation

Be aware of the digital tools that can be used for digital storytelling activities

Explore where to ethically source appropriate resources for students to support the creation of digital stories.

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This short online course on Digital Storytelling (Post-Primary) explains the benefits and potential of digital storytelling for teachers.

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Oide Cyberbullying in Post Primary Schools: understanding, preventing, respodning

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Oide Cyberbullying in Post Primary Schools: understanding, preventing, respodning

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Cyberbullying in Post Primary Schools: understanding, preventing and responding

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A free, two hour online course for teachers on understanding, preventing and responding to cyberbullying in post primary schools.

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Leading Digital Learning is a free online course for school leaders and others involved in digital learning leadership in schools.

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Oide Technology in Education Online Courses

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Oide Technology in Education Online Courses

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View, enrol in and access free online term time courses for teachers from Oide Technology in Education below.

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Oide Technology in Education: Digital Citizenship (Post Primary)

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Oide Technology in Education: Digital Citizenship (Post Primary)

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There are four modules in this course:

1. Introduction to Digital Citizenship Education

An introduction to digital citizenship education, what it is and why it is important. This module also provides ideas on how it can be integrated into classroom practice as well as signposting specific supports available to teachers.

2. Being Online

Module 2 explores the Being Online theme, focussing on the area of media and literacy as the key digital citizenship competence within this theme.

3. Wellbeing Online

Module 3 provides an overview of the Wellbeing Online theme, focussing on managing your online wellbeing as the key digital citizenship competence within this theme.

4. Rights Online and Next Steps

Module 4 will provide an overview of the Rights Online theme, focussing on rights and responsibilities as the key digital citizenship competence within this theme.

Participants will also learn about further supports and resources to help plan their next steps with integrating digital citizenship in the post primary classroom.

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What is Digital Citizenship and How to Teach it (Post Primary)

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'What is Digital Citizenship and How to Teach it (Post Primary)' is an online course for teachers on Digital Citizenship Education.

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Spectrum Life: Employee Health & Wellbeing

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Spectrum Life: Employee Health & Wellbeing

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World Antimicrobial Awareness Week November 18th-24th 2023

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World Antimicrobial Awareness Week November 18th-24th 2023

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Contact Midlands Science for Free Resources for Secondary Schools in the Midlands.

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Cineáltas Action Plan on Bullying Implementation Plan 2023-2027 

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Cineáltas Action Plan on Bullying Implementation Plan 2023-2027 

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Cineáltas Action Plan on Bullying Implementation Plan 2023-2027 

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Cineáltas Action Plan on Bullying Implementation Plan 2023-2027 

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Check out the resources available from DCU Anti Bullying Centre

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Tackle Bullying is a national website to counter bullying and cyberbullying for young people, parents and teachers.

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Online webinars for Primary and Post Primary Schools 2024

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Online webinars for Primary and Post Primary Schools 2024

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Register through www.athloneeducationcentre.com

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Funded Projects

Check out the exciting projects funded under the Science Week Call 2023.

Find out more about Funded Projects

Schools Programme

Mary-Claire, Gráinne Bleasdale and Phil Smyth host a celebration of all things science in two jam-packed shows of experiments, explorations and lots of fun!

Find out more about Schools Programme

Events

Throughout Science Week there is a wide variety of online and in person events taking place throughout the country.

Find out more about Events

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At SFI we believe in the ability of science, technology, engineering & maths to effect positive change in the world and drive a sustainable international economy. https://www.sfi.ie/engagement/science-week/

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Child Protection E-Learning Presentation Series for DLPs and DDLPs

The aim of these presentations is to support you in navigating the Child Protection Procedures for Primary and Post Primary Schools (revised 2023), in order for you to understand and fulfil your role as Designated Liaison Person (DLP) or Deputy Designated Liaison Person (DDLP). We recommend that you complete the presentations in sequential order. Please ensure you have a copy of the Child Protection Procedures to hand to support your engagement with the content. You can revisit these presentations as often as required.

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Child Protection E-Learning Presentation Series for DLPs and DDLPs The aim of these presentations is to support you in navigating the Child Protection Procedures for Primary and Post Primary Schools (revised 2023), in order for you to understand and fulfil your role as Designated Liaison Person (DLP) or Deputy Designated Liaison Person (DDLP).

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Breathe Self-regulation & Relaxation Techniques for Children

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Breathe Self-regulation & Relaxation Techniques for Children

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Resource for English language support in primary schools

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Resource for English language support in primary schools

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The Curriculum Access Tool for Students with General Learning Disability (CAT-GLD) is a framework to assist teachers in implementing the curriculum for students with general learning disability as outlined in the Guidelines for Teachers of Students with General Learning Disabilities (GLD) of the National Council for Curriculum and Assessment (NCCA).

In this phase, as in the NCCA Guidelines for Teachers of Students with General Learning Disabilities, the content of each Curricular Area is presented as Strands. The detailed elements of some Strands are presented as Strand Units.

Strands and Strand Units are further detailed into individual skills. A Skills Checklist with each curricular individual skill of the NCCA Guidelines is made accessible in the Curriculum Access Tool and uses a hierarchy of phases of skills attainment (see 'Attainment Progression' section).

These Skills Checklists are designed to support teachers in recognising the needs of individual students, in curriculum planning to address these needs, in teaching appropriately, and in monitoring and recording student learning.

As stated in the NCCA Curriculum Planning Tool (GLD-Mild), the aims and objectives for students with Mild General Learning Disabilities are the same as the core aims, broad objectives and content of the Primary School Curriculum. Therefore, the Strands and Strand Units outlined in the CAT-GLD (Mild) are taken from the Primary School Curriculum.The Guidelines for Teachers of Students with Mild General Learning Disabilities support the teacher in mediating the objectives of the curriculum for these students. Therefore it may be useful to use the CAT-GLD (Mild) in conjunction with the Guidelines for Students with Mild General Learning Disabilities.

In the CAT-GLD, the Strands of the Guidelines for Teachers of Students with Severe and Profound Learning Disabilities are also presented in the format of Skills Checklists. To facilitate this, the skills outlined in the 'Initiating' section of these Guidelines are presented as headings and the related elements of the \'Attending' and 'Responding' sections are included in the individual Skills Checklists. For ease of use, some skills have been combined.

The Skills Checklists can be used by teachers in a variety of flexible ways as part of the normal assessing, recording, planning and teaching processes. For example, the checklists can be used:

to record a student's skills competencies in curricular areas at a particular point in time

as a guide to what skills and elements of skills to assess as part of the assessment for learning process

as a running record of a student's skills competencies, achievement and learning progression

as a source of teacher self-reflection from reviewing the learning progression recorded (see \'Teacher Reflection\' section)

as evidence-based information on student progress and achievement which can contribute to school self-evaluation process and the school improvement plan.

It is recommended that the following limitations be applied to the use of the Skills Checklists - they:

should not be used exclusively as an assessment tool nor in isolation from other assessment processes

should not be used exclusively as a planning tool nor to set learning targets

should not be viewed as a set of skills to be taught in a sequential, linear way and their layout is not designed for this purpose.

It is also recommended that CAT-GLD be used in conjunction with the NCCA's Guidelines for Teachers of Students with General Learning Disabilities .

These new and revised guidelines can be downloaded in PDF format by clicking the subject links below. To open these files you require Adobe®Reader.

Science

Maths

Communication and Language

English

Civic, Social and Political Education (CSPE)

Gaeilge

Geography

History

Home Economics

Music

Physical Education

Religious Education

SPHE

Technology Education

Visual Arts

Drama
BACK TO CAT-GLD MENU

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The Curriculum Access Tool for Students with General Learning Disability (CAT-GLD) is a framework to assist teachers in implementing the curriculum for students with general learning disability as outlined in the Guidelines for Teachers of Students with General Learning Disabilities (GLD) of the National Council for Curriculum and Assessment (NCCA).

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Functional Language & Communication Resource

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Functional Language & Communication Resource

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Functional Language & Communication Resource

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Functional Language & Communication Resource

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Functional Language & Communication Resource

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Functional Language & Communication Resource

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Book Creator - Love Learning - Book Creator app

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Teachers love it. Students love it. Book Creator is the simplest, most inclusive way to create content in the classroom.

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Book Creator - Love Learning - Book Creator app

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Teachers love it. Students love it. Book Creator is the simplest, most inclusive way to create content in the classroom.

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National Heritage Week 12-20 August 2023

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National Heritage Week 12-20 August 2023

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Home | National Heritage Week 12 – 20 August 2023

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National Heritage Week celebrates Ireland’s cultural, built and natural heritage.
It brings together volunteers, community groups and heritage enthusiasts to share their experience, knowledge culture and practices.

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Celebrate European Day of Languages September 26th 

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Celebrate European Day of Languages September 26th 

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Great resources from Leargas.

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Multilingualism is one of the cornerstones of the European project and a powerful symbol of being united in diversity. The promotion of language learning and linguistic diversity is a key objective of the work we do!

Why Should I Get Involved in the European Day of Languages?

The European Day of Languages is an ideal way for teachers or learners of any language to celebrate language learning and language diversity! You already know that familiarity with foreign languages fosters an appreciation of intercultural relations, and that language learning benefits people of all ages. The European Day of Languages is a fantastic opportunity to promote this!

Request Materials for the European Day of Languages

No matter your students' age and background, languages are there to be spoken and we are here to help you celebrate them!

Each year we supply resources to help you celebrate the day. This year's materials include paper pens, pencils, stickers and European Day of Languages branded fabric wristbands. . The closing date for requesting materials is 19 September

What Exactly is the European Day of Languages?

Since 2001, September 26 has occupied a special place in the languages community - it is the European Day of Languages, or EDL. It is a day to celebrate the diversity of languages used across Europe and it's a chance for schools and all organisations to:

remind the public of the importance of language learning

increase awareness and appreciation of all the languages used in Europe

encourage and champion lifelong language learning.

EDL is an initiative of the Council of Europe. You can find information, resources and interactive games on the European Day of Languages website.

How Will the European Day of Languages Benefit Me?

Anyone can take part in the European Day of Languages, and we'd love to hear about your events and ideas on our social media. We have specific materials and resources to help teachers mark the day, so if you

teach in a primary or post-primary school

have students who have a different mother tongue

want to help students celebrate their linguistic heritage

want to show your students the beauty of a multilingual society

get in touch with us, and we will help you celebrate!

I'm Interested! What Now?

The EDL website has a range of interactive games and resources available for language teachers and learners.

Previous European Day of Languages Competitions

Over the years Léargas has been proud to run a number of competitions in recognition of the European Day of Languages. These have typically been for primary and post-primary teachers, and often in conjunction with eTwinning, the online community for schools in Europe. This partnership has celebrated collaboration and exchange between schools in different EU countries, and promoted creativity and innovation in language teaching and learning.

Previous winners have included:

Balbriggan ETNS, Dublin; eTwinning project LANGUAGE POWER

Andrew's College, Dublin; eTwinning project Desde la Perla Esmeralda a la Perla del Mediterráneo

Mount Carmel Secondary School, Dublin; eTwinning project Should borders be abolished? / Faut-il supprimer les frontières?

The King's Hospital School, Dublin; eTwinning project Auf gut Deutsch gesagt

Kilglass NS, primary school, Ahascragh, Galway; eTwinning project Our Health is our Wealth

St. Vincent's Secondary School and Midleton College, Cork; eTwinning project Multimedia Quiz on German Language and Culture

Salesian College, post-primary school, Limerick; eTwinning project The Power of Reading/El poder de la lectura

Manor House School, post primary-school, Dublin; eTwinning project Il y a 100 ans... L'après la Grande Guerre/100 years ago: Life in Ireland and France in the aftermath of WW1

DeadlinesThe next European Day of Languages will be celebrated on 26 September.

Learn More

Find out more about European Language Initiatives.

Language Resources

Latest News

Meet The Team

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Multilingualism is one of the cornerstones of the European project and a powerful symbol of being united in diversity. The promotion of language learning and linguistic diversity is a key objective of the work we do! The European Day of Languages is an ideal way for teachers or learners of any language to celebrate language learning and language diversity!

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Microsoft Translator live is a free translation and transcription service that lets you have translated conversations across multiple devices on iOS, Android, Windows, PowerPoint and web for 1:1 conversations or larger group interactions.

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AUGUST 14-18
Register through the Centre's website.

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Register for this online summer course through our website.

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Bitesize Biodiversity: Padlet of resources from 30 weeks of CPD 2022-2023

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Bitesize Biodiversity: Padlet of resources from 30 weeks of CPD 2022-2023

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Dublin Pride Parade Saturday June 24th 2023

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Dublin Pride Parade Saturday June 24th 2023

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MARCH AND PARADE - Dublin LGBTQ Pride CLG. All rights reserved. Web build by colmmolloy.ie

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Saturday, June 24th, 12.00 noon The fortieth anniversary Dublin Pride Parade takes place on Saturday June 24th starting on O'Connell Street at 12.00 noon and making it's way to Merrion Square. Road closures and traffic diversions will be in place for the duration. Individuals do not need to register for the parade.

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Dianchúrsa Gaeilge COGG do mhúinteoirí in iar-bhunscoileanna Gaeltachta agus lán-Ghaeilge Mí Lúnasa 2023

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Dianchúrsa Gaeilge COGG do mhúinteoirí in iar-bhunscoileanna Gaeltachta agus lán-Ghaeilge Mí Lúnasa 2023

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https://www.gaelchultur.com/ga/cursai/dianchursa-cogg

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Elementary (A2) - COGG Aimed at teachers who have not had the opportunity to use much Irish in their lives to date and who have spent very little time teaching through Irish. These people have difficulty expressing themselves in Irish and are unfamiliar with many basic aspects of the language. These are reluctant to speak Irish due to their lack of experience with the language.

Advanced 1 (C1) - COGG Aimed at teachers who are quite fluent but often feel that their Irish is limited enough and who have difficulty communicating certain concepts. These people have good written Irish but there are still some aspects of grammar that they do not understand and that confuse them.

Advanced 2 (C2) - COGG Suitable for teachers who are fluent and have a relatively high level of accuracy in written and spoken language. There are some aspects of grammar that they do not yet understand (especially the rules that were amended in the Official Standard in 2016/17) and although they have a very good standard in the written language, they make a number of mistakes when writing the language.

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Dianchúrsa Gaeilge COGG for teachers in post-primary Gaeltacht and all-Irish schools

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Elementary (A2) - COGG Aimed at teachers who have not had the opportunity to use much Irish in their lives to date and who have spent very little time teaching through Irish. These people have difficulty expressing themselves in Irish and are unfamiliar with many basic aspects of the language.

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Migrant Teacher Bridging Programme - Marino Institute of Education

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Pilot Programme of Counselling and mental Health Supports for Primary Schools

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Pilot Programme of Counselling and mental Health Supports for Primary Schools

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Minister for Education announces €5 million pilot programme of counselling and mental health supports for primary schools

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"I am pleased to announce the beginning of this pilot programme to provide significant counselling and mental health supports to children in primary school. I have secured €5m from Budget 2023 for this pilot to begin in September for the 2023/24 school year.

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Pilot Programme of Counselling and mental Health Supports for Primary Schools

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Pilot Programme of Counselling and mental Health Supports for Primary Schools

# data[].attributes.attachment_link.title
Minister for Education announces €5 million pilot programme of counselling and mental health supports for primary schools

# data[].attributes.attachment_link.description
"I am pleased to announce the beginning of this pilot programme to provide significant counselling and mental health supports to children in primary school. I have secured €5m from Budget 2023 for this pilot to begin in September for the 2023/24 school year.

# data[].attributes.headline
Pilot Programme of Counselling and mental Health Supports for Primary Schools

# data[].attributes.subject
Pilot Programme of Counselling and mental Health Supports for Primary Schools

# data[].attributes.attachment_link.title
Minister for Education announces €5 million pilot programme of counselling and mental health supports for primary schools

# data[].attributes.attachment_link.description
"I am pleased to announce the beginning of this pilot programme to provide significant counselling and mental health supports to children in primary school. I have secured €5m from Budget 2023 for this pilot to begin in September for the 2023/24 school year.

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Tabhair faoi deara go mbeidh athrú ar Cheist 1 sa Léamhthuiscint in 2022. Beidh an cheist nua seo i ngach scrúdú Léamhthuisceana ag Meánleibhéal 1 (B1) as seo amach. Is é a bheidh i gCeist 1 sa Léamhthuiscint anois ná 5 cinn de théacsanna gairide (teachtaireachtaí ríomhphoist, nótaí, fógraí srl.). Beidh ceist ilrogha (A, B nó C) le gach téacs. Beidh ar iarrthóirí an téacs a léamh agus an freagra is oiriúnaí i ngach cás a roghnú. Tá uasdátú déanta ar Scrúdú samplach 1 agus ar Scrúdú samplach 2 agus samplaí den cheist nua curtha leo.

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Tabhair faoi deara go mbeidh athrú ar Cheist 1 sa Léamhthuiscint in 2022. Beidh an cheist nua seo i ngach scrúdú Léamhthuisceana ag Meánleibhéal 1 (B1) as seo amach. Is é a bheidh i gCeist 1 sa Léamhthuiscint anois ná 5 cinn de théacsanna gairide (teachtaireachtaí ríomhphoist, nótaí, fógraí srl.).

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The 2030 Agenda for Sustainable Development

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The 2030 Agenda for Sustainable Development

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Preamble

This Agenda is a plan of action for people, planet and prosperity. It also seeks to strengthen universal peace in larger freedom. We recognise that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development. All countries and all stakeholders, acting in collaborative partnership, will implement this plan. We are resolved to free the human race from the tyranny of poverty and want and to heal and secure our planet. We are determined to take the bold and transformative steps which are urgently needed to shift the world onto a sustainable and resilient path. As we embark on this collective journey, we pledge that no one will be left behind. The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda. They seek to build on the Millennium Development Goals and complete what these did not achieve. They seek to realize the human rights of all and to achieve gender equality and the empowerment of all women and girls. They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental.

The Goals and targets will stimulate action over the next fifteen years in areas of critical importance for humanity and the planet:

People

We are determined to end poverty and hunger, in all their forms and dimensions, and to ensure that all human beings can fulfil their potential in dignity and equality and in a healthy environment.

Planet

We are determined to protect the planet from degradation, including through sustainable consumption and production, sustainably managing its natural resources and taking urgent action on climate change, so that it can support the needs of the present and future generations.

Prosperity

We are determined to ensure that all human beings can enjoy prosperous and fulfilling lives and that economic, social and technological progress occurs in harmony with nature.

Peace

We are determined to foster peaceful, just and inclusive societies which are free from fear and violence. There can be no sustainable development without peace and no peace without sustainable development.

Partnership

We are determined to mobilize the means required to implement this Agenda through a revitalised Global Partnership for Sustainable Development, based on a spirit of strengthened global solidarity, focussed in particular on the needs of the poorest and most vulnerable and with the participation of all countries, all stakeholders and all people.

The interlinkages and integrated nature of the Sustainable Development Goals are of crucial importance in ensuring that the purpose of the new Agenda is realised. If we realize our ambitions across the full extent of the Agenda, the lives of all will be profoundly improved and our world will be transformed for the better.

DECLARATION

Introduction

1. We, the Heads of State and Government and High Representatives, meeting at the United Nations Headquarters in New York from 25-27 September 2015 as the Organization celebrates its seventieth anniversary, have decided today on new global Sustainable Development Goals.

2. On behalf of the peoples we serve, we have adopted a historic decision on a comprehensive, far-reaching and people-centred set of universal and transformative Goals and targets. We commit ourselves to working tirelessly for the full implementation of this Agenda by 2030. We recognize that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development. We are committed to achieving sustainable development in its three dimensions - economic, social and environmental - in a balanced and integrated manner. We will also build upon the achievements of the Millennium Development Goals and seek to address their unfinished business.

3. We resolve, between now and 2030, to end poverty and hunger everywhere; to combat inequalities within and among countries; to build peaceful, just and inclusive societies; to protect human rights and promote gender equality and the empowerment of women and girls; and to ensure the lasting protection of the planet and its natural resources. We resolve also to create conditions for sustainable, inclusive and sustained economic growth, shared prosperity and decent work for all, taking into account different levels of national development and capacities.

4. As we embark on this great collective journey, we pledge that no one will be left behind. Recognizing that the dignity of the human person is fundamental, we wish to see the Goals and targets met for all nations and peoples and for all segments of society. And we will endeavour to reach the furthest behind first.

5. This is an Agenda of unprecedented scope and significance. It is accepted by all countries and is applicable to all, taking into account different national realities, capacities and levels of development and respecting national policies and priorities. These are universal goals and targets which involve the entire world, developed and developing countries alike. They are integrated and indivisible and balance the three dimensions of sustainable development.

6. The Goals and targets are the result of over two years of intensive public consultation and engagement with civil society and other stakeholders around the world, which paid particular attention to the voices of the poorest and most vulnerable. This consultation included valuable work done by the General Assembly Open Working Group on Sustainable Development Goals and by the United Nations, whose Secretary-General provided a synthesis report in December 2014.

Our vision

7. In these Goals and targets, we are setting out a supremely ambitious and transformational vision. We envisage a world free of poverty, hunger, disease and want, where all life can thrive. We envisage a world free of fear and violence. A world with universal literacy. A world with equitable and universal access to quality education at all levels, to health care and social protection, where physical, mental and social well-being are assured. A world where we reaffirm our commitments regarding the human right to safe drinking water and sanitation and where there is improved hygiene; and where food is sufficient, safe, affordable and nutritious. A world where human habitats are safe, resilient and sustainable and where there is universal access to affordable, reliable and sustainable energy.

8. We envisage a world of universal respect for human rights and human dignity, the rule of law, justice, equality and non-discrimination; of respect for race, ethnicity and cultural diversity; and of equal opportunity permitting the full realization of human potential and contributing to shared prosperity. A world which invests in its children and in which every child grows up free from violence and exploitation. A world in which every woman and girl enjoys full gender equality and all legal, social and economic barriers to their empowerment have been removed. A just, equitable, tolerant, open and socially inclusive world in which the needs of the most vulnerable are met.

9. We envisage a world in which every country enjoys sustained, inclusive and sustainable economic growth and decent work for all. A world in which consumption and production patterns and use of all natural resources - from air to land, from rivers, lakes and aquifers to oceans and seas - are sustainable. One in which democracy, good governance and the rule of law as well as an enabling environment at national and international levels, are essential for sustainable development, including sustained and inclusive economic growth, social development, environmental protection and the eradication of poverty and hunger. One in which development and the application of technology are climate-sensitive, respect biodiversity and are resilient. One in which humanity lives in harmony with nature and in which wildlife and other living species are protected.

Our shared principles and commitments

10. The new Agenda is guided by the purposes and principles of the Charter of the United Nations, including full respect for international law. It is grounded in the Universal Declaration of Human Rights, international human rights treaties, the Millennium Declaration and the 2005 World Summit Outcome Document. It is informed by other instruments such as the Declaration on the Right to Development.

11. We reaffirm the outcomes of all major UN conferences and summits which have laid a solid foundation for sustainable development and have helped to shape the new Agenda. These include the Rio Declaration on Environment and Development; the World Summit on Sustainable Development; the World Summit for Social Development; the Programme of Action of the International Conference on Population and Development, the Beijing Platform for Action; and the United Nations Conference on Sustainable Development ("Rio+ 20"). We also reaffirm the follow-up to these conferences, including the outcomes of the Fourth United Nations Conference on the Least Developed Countries, the Third International Conference on Small Island Developing States; the Second United Nations Conference on Landlocked Developing Countries; and the Third UN World Conference on Disaster Risk Reduction.

12. We reaffirm all the principles of the Rio Declaration on Environment and Development, including, inter alia, the principle of common but differentiated responsibilities, as set out in principle 7 thereof.

13. The challenges and commitments contained in these major conferences and summits are interrelated and call for integrated solutions. To address them effectively, a new approach is needed. Sustainable development recognizes that eradicating poverty in all its forms and dimensions, combatting inequality within and among countries, preserving the planet, creating sustained, inclusive and sustainable economic growth and fostering social inclusion are linked to each other and are interdependent.

Our world today

14. We are meeting at a time of immense challenges to sustainable development. Billions of our citizens continue to live in poverty and are denied a life of dignity. There are rising inequalities within and among countries. There are enormous disparities of opportunity, wealth and power. Gender inequality remains a key challenge. Unemployment, particularly youth unemployment, is a major concern. Global health threats, more frequent and intense natural disasters, spiralling conflict, violent extremism, terrorism and related humanitarian crises and forced displacement of people threaten to reverse much of the development progress made in recent decades. Natural resource depletion and adverse impacts of environmental degradation, including desertification, drought, land degradation, freshwater scarcity and loss of biodiversity, add to and exacerbate the list of challenges which humanity faces. Climate change is one of the greatest challenges of our time and its adverse impacts undermine the ability of all countries to achieve sustainable development. Increases in global temperature, sea level rise, ocean acidification and other climate change impacts are seriously affecting coastal areas and low-lying coastal countries, including many least developed countries and small island developing States. The survival of many societies, and of the biological support systems of the planet, is at risk.

15. It is also, however, a time of immense opportunity. Significant progress has been made in meeting many development challenges. Within the past generation, hundreds of millions of people have emerged from extreme poverty. Access to education has greatly increased for both boys and girls. The spread of information and communications technology and global interconnectedness has great potential to accelerate human progress, to bridge the digital divide and to develop knowledge societies, as does scientific and technological innovation across areas as diverse as medicine and energy.

16. Almost fifteen years ago, the Millennium Development Goals were agreed. These provided an important framework for development and significant progress has been made in a number of areas. But the progress has been uneven, particularly in Africa, least developed countries, landlocked developing countries, and small island developing States, and some of the MDGs remain off-track, in particular those related to maternal, newborn and child health and to reproductive health. We recommit ourselves to the full realization of all the MDGs, including the off-track MDGs, in particular by providing focussed and scaled-up assistance to least developed countries and other countries in special situations, in line with relevant support programmes. The new Agenda builds on the Millennium Development Goals and seeks to complete what these did not achieve, particularly in reaching the most vulnerable.

17. In its scope, however, the framework we are announcing today goes far beyond the MDGs. Alongside continuing development priorities such as poverty eradication, health, education and food security and nutrition, it sets out a wide range of economic, social and environmental objectives. It also promises more peaceful and inclusive societies. It also, crucially, defines means of implementation. Reflecting the integrated approach that we have decided on, there are deep interconnections and many cross-cutting elements across the new Goals and targets.

The new Agenda

18. We are announcing today 17 Sustainable Development Goals with 169 associated targets which are integrated and indivisible. Never before have world leaders pledged common action and endeavour across such a broad and universal policy agenda. We are setting out together on the path towards sustainable development, devoting ourselves collectively to the pursuit of global development and of "win-win" cooperation which can bring huge gains to all countries and all parts of the world. We reaffirm that every State has, and shall freely exercise, full permanent sovereignty over all its wealth, natural resources and economic activity. We will implement the Agenda for the full benefit of all, for today's generation and for future generations. In doing so, we reaffirm our commitment to international law and emphasize that the Agenda is to be implemented in a manner that is consistent with the rights and obligations of states under international law.

19. We reaffirm the importance of the Universal Declaration of Human Rights, as well as other international instruments relating to human rights and international law. We emphasize the responsibilities of all States, in conformity with the Charter of the United Nations, to respect, protect and promote human rights and fundamental freedoms for all, without distinction of any kind as to race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth, disability or other status.

20. Realizing gender equality and the empowerment of women and girls will make a crucial contribution to progress across all the Goals and targets. The achievement of full human potential and of sustainable development is not possible if one half of humanity continues to be denied its full human rights and opportunities. Women and girls must enjoy equal access to quality education, economic resources and political participation as well as equal opportunities with men and boys for employment, leadership and decision-making at all levels. We will work for a significant increase in investments to close the gender gap and strengthen support for institutions in relation to gender equality and the empowerment of women at the global, regional and national levels. All forms of discrimination and violence against women and girls will be eliminated, including through the engagement of men and boys. The systematic mainstreaming of a gender perspective in the implementation of the Agenda is crucial.

21. The new Goals and targets will come into effect on 1 January 2016 and will guide the decisions we take over the next fifteen years. All of us will work to implement the Agenda within our own countries and at the regional and global levels, taking into account different national realities, capacities and levels of development and respecting national policies and priorities We will respect national policy space for sustained, inclusive and sustainable economic growth, in particular for developing states, while remaining consistent with relevant international rules and commitments. We acknowledge also the importance of the regional and sub-regional dimensions, regional economic integration and interconnectivity in sustainable development. Regional and sub-regional frameworks can facilitate the effective translation of sustainable development policies into concrete action at national level.

22. Each country faces specific challenges in its pursuit of sustainable development. The most vulnerable countries and, in particular, African countries, least developed countries, landlocked developing countries and small island developing states deserve special attention, as do countries in situations of conflict and post-conflict countries. There are also serious challenges within many middle-income countries.

23. People who are vulnerable must be empowered. Those whose needs are reflected in the Agenda include all children, youth, persons with disabilities (of whom more than 80% live in poverty), people living with HIV/AIDS, older persons, indigenous peoples, refugees and internally displaced persons and migrants. We resolve to take further effective measures and actions, in conformity with international law, to remove obstacles and constraints, strengthen support and meet the special needs of people living in areas affected by complex humanitarian emergencies and in areas affected by terrorism.

24. We are committed to ending poverty in all its forms and dimensions, including by eradicating extreme poverty by 2030. All people must enjoy a basic standard of living, including through social protection systems. We are also determined to end hunger and to achieve food security as a matter of priority and to end all forms of malnutrition. In this regard, we reaffirm the important role and inclusive nature of the Committee on World Food Security and welcome the Rome Declaration on Nutrition and Framework for Action. We will devote resources to developing rural areas and sustainable agriculture and fisheries, supporting smallholder farmers, especially women farmers, herders and fishers in developing countries, particularly least developed countries.

25. We commit to providing inclusive and equitable quality education at all levels - early childhood, primary, secondary, tertiary, technical and vocational training. All people, irrespective of sex, age, race, ethnicity, and persons with disabilities, migrants, indigenous peoples, children and youth, especially those in vulnerable situations, should have access to life-long learning opportunities that help them acquire the knowledge and skills needed to exploit opportunities and to participate fully in society. We will strive to provide children and youth with a nurturing environment for the full realization of their rights and capabilities, helping our countries to reap the demographic dividend including through safe schools and cohesive communities and families.

26. To promote physical and mental health and well-being, and to extend life expectancy for all, we must achieve universal health coverage and access to quality health care. No one must be left behind. We commit to accelerating the progress made to date in reducing newborn, child and maternal mortality by ending all such preventable deaths before 2030. We are committed to ensuring universal access to sexual and reproductive health-care services, including for family planning, information and education. We will equally accelerate the pace of progress made in fighting malaria, HIV/AIDS, tuberculosis, hepatitis, Ebola and other communicable diseases and epidemics, including by addressing growing anti-microbial resistance and the problem of unattended diseases affecting developing countries. We are committed to the prevention and treatment of non-communicable diseases, including behavioural, developmental and neurological disorders, which constitute a major challenge for sustainable development.

27. We will seek to build strong economic foundations for all our countries. Sustained, inclusive and sustainable economic growth is essential for prosperity. This will only be possible if wealth is shared and income inequality is addressed. We will work to build dynamic, sustainable, innovative and people-centred economies, promoting youth employment and women's economic empowerment, in particular, and decent work for all. We will eradicate forced labour and human trafficking and end child labour in all its forms. All countries stand to benefit from having a healthy and well-educated workforce with the knowledge and skills needed for productive and fulfilling work and full participation in society. We will strengthen the productive capacities of least-developed countries in all sectors, including through structural transformation. We will adopt policies which increase productive capacities, productivity and productive employment; financial inclusion; sustainable agriculture, pastoralist and fisheries development; sustainable industrial development; universal access to affordable, reliable, sustainable and modern energy services; sustainable transport systems; and quality and resilient infrastructure.

28. We commit to making fundamental changes in the way that our societies produce and consume goods and services. Governments, international organizations, the business sector and other non-state actors and individuals must contribute to changing unsustainable consumption and production patterns, including through the mobilization, from all sources, of financial and technical assistance to strengthen developing countries' scientific, technological and innovative capacities to move towards more sustainable patterns of consumption and production. We encourage the implementation of the 10-Year Framework of Programmes on Sustainable Consumption and Production. All countries take action, with developed countries taking the lead, taking into account the development and capabilities of developing countries.

29. We recognize the positive contribution of migrants for inclusive growth and sustainable development. We also recognize that international migration is a multi-dimensional reality of major relevance for the development of countries of origin, transit and destination, which requires coherent and comprehensive responses. We will cooperate internationally to ensure safe, orderly and regular migration involving full respect for human rights and the humane treatment of migrants regardless of migration status, of refugees and of displaced persons. Such cooperation should also strengthen the resilience of communities hosting refugees, particularly in developing countries. We underline the right of migrants to return to their country of citizenship, and recall that States must ensure that their returning nationals are duly received.

30. States are strongly urged to refrain from promulgating and applying any unilateral economic, financial or trade measures not in accordance with international law and the Charter of the United Nations that impede the full achievement of economic and social development, particularly in developing countries.

31. We acknowledge that the UNFCCC is the primary international, intergovernmental forum for negotiating the global response to climate change. We are determined to address decisively the threat posed by climate change and environmental degradation. The global nature of climate change calls for the widest possible international cooperation aimed at accelerating the reduction of global greenhouse gas emissions and addressing adaptation to the adverse impacts of climate change. We note with grave concern the significant gap between the aggregate effect of Parties' mitigation pledges in terms of global annual emissions of greenhouse gases by 2020 and aggregate emission pathways consistent with having a likely chance of holding the increase in global average temperature below 2 °C or 1.5 °C above pre-industrial levels.

32. Looking ahead to the COP21 conference in Paris in December, we underscore the commitment of all States to work for an ambitious and universal climate agreement. We reaffirm that the protocol, another legal instrument or agreed outcome with legal force under the Convention applicable to all Parties shall address in a balanced manner, inter alia, mitigation, adaptation, finance, technology development and transfer, and capacity-building, and transparency of action and support.

33. We recognise that social and economic development depends on the sustainable management of our planet's natural resources. We are therefore determined to conserve and sustainably use oceans and seas, freshwater resources, as well as forests, mountains and drylands and to protect biodiversity, ecosystems and wildlife. We are also determined to promote sustainable tourism, tackle water scarcity and water pollution, to strengthen cooperation on desertification, dust storms, land degradation and drought and to promote resilience and disaster risk reduction. In this regard, we look forward to COP13 of the Convention on Biological Diversity to be held in Mexico in 2016.

34. We recognize that sustainable urban development and management are crucial to the quality of life of our people. We will work with local authorities and communities to renew and plan our cities and human settlements so as to foster community cohesion and personal security and to stimulate innovation and employment. We will reduce the negative impacts of urban activities and of chemicals which are hazardous for human health and the environment, including through the environmentally sound management and safe use of chemicals, the reduction and recycling of waste and more efficient use of water and energy. And we will work to minimize the impact of cities on the global climate system. We will also take account of population trends and projections in our national, rural and urban development strategies and policies. We look forward to the upcoming United Nations Conference on Housing and Sustainable Urban Development in Quito, Ecuador.

35. Sustainable development cannot be realized without peace and security; and peace and security will be at risk without sustainable development. The new Agenda recognizes the need to build peaceful, just and inclusive societies that provide equal access to justice and that are based on respect for human rights (including the right to development), on effective rule of law and good governance at all levels and on transparent, effective and accountable institutions. Factors which give rise to violence, insecurity and injustice, such as inequality, corruption, poor governance and illicit financial and arms flows, are addressed in the Agenda. We must redouble our efforts to resolve or prevent conflict and to support post-conflict countries, including through ensuring that women have a role in peace-building and state-building. We call for further effective measures and actions to be taken, in conformity with international law, to remove the obstacles to the full realization of the right of self-determination of peoples living under colonial and foreign occupation, which continue to adversely affect their economic and social development as well as their environment.

36. We pledge to foster inter-cultural understanding, tolerance, mutual respect and an ethic of global citizenship and shared responsibility. We acknowledge the natural and cultural diversity of the world and recognize that all cultures and civilizations can contribute to, and are crucial enablers of, sustainable development.

37. Sport is also an important enabler of sustainable development. We recognize the growing contribution of sport to the realization of development and peace in its promotion of tolerance and respect and the contributions it makes to the empowerment of women and of young people, individuals and communities as well as to health, education and social inclusion objectives.

38. We reaffirm, in accordance with the Charter of the United Nations, the need to respect the territorial integrity and political independence of States.

Means of Implementation

39. The scale and ambition of the new Agenda requires a revitalized Global Partnership to ensure its implementation. We fully commit to this. This Partnership will work in a spirit of global solidarity, in particular solidarity with the poorest and with people in vulnerable situations. It will facilitate an intensive global engagement in support of implementation of all the Goals and targets, bringing together Governments, the private sector, civil society, the United Nations system and other actors and mobilizing all available resources.

40. The means of implementation targets under Goal 17 and under each SDG are key to realising our Agenda and are of equal importance with the other Goals and targets. The Agenda, including the SDGs, can be met within the framework of a revitalized global partnership for sustainable development, supported by the concrete policies and actions as outlined in the outcome document of the Third International Conference on Financing for Development, held in Addis Ababa from 13-16 July 2015. We welcome the endorsement by the General Assembly of the Addis Ababa Action Agenda, which is an integral part of the 2030 Agenda for Sustainable Development. We recognize that the full implementation of the Addis Ababa Action Agenda is critical for the realization of the Sustainable Development Goals and targets.

41. We recognize that each country has primary responsibility for its own economic and social development. The new Agenda deals with the means required for implementation of the Goals and targets. We recognize that these will include the mobilization of financial resources as well as capacity-building and the transfer of environmentally sound technologies to developing countries on favourable terms, including on concessional and preferential terms, as mutually agreed. Public finance, both domestic and international, will play a vital role in providing essential services and public goods and in catalyzing other sources of finance. We acknowledge the role of the diverse private sector, ranging from micro-enterprises to cooperatives to multinationals, and that of civil society organizations and philanthropic organizations in the implementation of the new Agenda.

42. We support the implementation of relevant strategies and programmes of action, including the Istanbul Declaration and Programme of Action, the SIDS Accelerated Modalities of Action (SAMOA) Pathway, the Vienna Programme of Action for Landlocked Developing Countries for the Decade 2014-2024, and reaffirm the importance of supporting the African Union's Agenda 2063 and the programme of the New Partnership for Africa's Development (NEPAD), all of which are integral to the new Agenda. We recognize the major challenge to the achievement of durable peace and sustainable development in countries in conflict and post-conflict situations.

43. We emphasize that international public finance plays an important role in complementing the efforts of countries to mobilize public resources domestically, especially in the poorest and most vulnerable countries with limited domestic resources. An important use of international public finance, including ODA, is to catalyse additional resource mobilization from other sources, public and private. ODA providers reaffirm their respective commitments, including the commitment by many developed countries to achieve the target of 0.7% of ODA/GNI to developing countries and 0.15% to 0.2% of ODA/GNI to least developed countries.

44. We acknowledge the importance for international financial institutions to support, in line with their mandates, the policy space of each country, in particular developing countries. We recommit to broadening and strengthening the voice and participation of developing countries - including African countries, least developed countries, land-locked developing countries, small-island developing States and middle-income countries - in international economic decision-making, norm-setting and global economic governance.

45. We acknowledge also the essential role of national parliaments through their enactment of legislation and adoption of budgets and their role in ensuring accountability for the effective implementation of our commitments. Governments and public institutions will also work closely on implementation with regional and local authorities, sub-regional institutions, international institutions, academia, philanthropic organisations, volunteer groups and others.

46. We underline the important role and comparative advantage of an adequately resourced, relevant, coherent, efficient and effective UN system in supporting the achievement of the SDGs and sustainable development. While stressing the importance of strengthened national ownership and leadership at country level, we express our support for the ongoing ECOSOC Dialogue on the longer-term positioning of the United Nations development system in the context of this Agenda.

Follow-up and review

47. Our Governments have the primary responsibility for follow-up and review, at the national, regional and global levels, in relation to the progress made in implementing the Goals and targets over the coming fifteen years. To support accountability to our citizens, we will provide for systematic follow-up and review at the various levels, as set out in this Agenda and the Addis Ababa Action Agenda. The High Level Political Forum under the auspices of the General Assembly and the Economic and Social Council will have the central role in overseeing follow-up and review at the global level.

48. Indicators are being developed to assist this work. Quality, accessible, timely and reliable disaggregated data will be needed to help with the measurement of progress and to ensure that no one is left behind. Such data is key to decision-making. Data and information from existing reporting mechanisms should be used where possible. We agree to intensify our efforts to strengthen statistical capacities in developing countries, particularly African countries, least developed countries, landlocked developing countries, small island developing States and middle-income countries. We are committed to developing broader measures of progress to complement gross domestic product (GDP).

A call for action to change our world

49. Seventy years ago, an earlier generation of world leaders came together to create the United Nations. From the ashes of war and division they fashioned this Organization and the values of peace, dialogue and international cooperation which underpin it. The supreme embodiment of those values is the Charter of the United Nations.

50. Today we are also taking a decision of great historic significance. We resolve to build a better future for all people, including the millions who have been denied the chance to lead decent, dignified and rewarding lives and to achieve their full human potential. We can be the first generation to succeed in ending poverty; just as we may be the last to have a chance of saving the planet. The world will be a better place in 2030 if we succeed in our objectives.

51. What we are announcing today - an Agenda for global action for the next fifteen years - is a charter for people and planet in the twenty-first century. Children and young women and men are critical agents of change and will find in the new Goals a platform to channel their infinite capacities for activism into the creation of a better world.

52. "We the Peoples" are the celebrated opening words of the UN Charter. It is "We the Peoples" who are embarking today on the road to 2030. Our journey will involve Governments as well as Parliaments, the UN system and other international institutions, local authorities, indigenous peoples, civil society, business and the private sector, the scientific and academic community - and all people. Millions have already engaged with, and will own, this Agenda. It is an Agenda of the people, by the people, and for the people - and this, we believe, will ensure its success.

53. The future of humanity and of our planet lies in our hands. It lies also in the hands of today's younger generation who will pass the torch to future generations. We have mapped the road to sustainable development; it will be for all of us to ensure that the journey is successful and its gains irreversible.

Sustainable Development Goals and targets

54. Following an inclusive process of intergovernmental negotiations, and based on the Proposal of the Open Working Group on Sustainable Development Goals , which includes a chapeau contextualising the latter, the following are the Goals and targets which we have agreed.

55. The SDGs and targets are integrated and indivisible, global in nature and universally applicable, taking into account different national realities, capacities and levels of development and respecting national policies and priorities. Targets are defined as aspirational and global, with each government setting its own national targets guided by the global level of ambition but taking into account national circumstances. Each government will also decide how these aspirational and global targets should be incorporated in national planning processes, policies and strategies. It is important to recognize the link between sustainable development and other relevant ongoing processes in the economic, social and environmental fields.

56. In deciding upon these Goals and targets, we recognise that each country faces specific challenges to achieve sustainable development, and we underscore the special challenges facing the most vulnerable countries and, in particular, African countries, least developed countries, landlocked developing countries and small island developing States, as well as the specific challenges facing the middle-income countries. Countries in situations of conflict also need special attention.

57. We recognize that baseline data for several of the targets remain unavailable, and we call for increased support for strengthening data collection and capacity building in Member States, to develop national and global baselines where they do not yet exist. We commit to addressing this gap in data collection so as to better inform the measurement of progress, in particular for those targets below which do not have clear numerical targets.

58. We encourage ongoing efforts by states in other fora to address key issues which pose potential challenges to the implementation of our Agenda; and we respect the independent mandates of those processes. We intend that the Agenda and its implementation would support, and be without prejudice to, those other processes and the decisions taken therein.

59. We recognise that there are different approaches, visions, models and tools available to each country, in accordance with its national circumstances and priorities, to achieve sustainable development; and we reaffirm that planet Earth and its ecosystems are our common home and that 'Mother Earth' is a common expression in a number of countries and regions.

Sustainable Development Goals

Goal 1. End poverty in all its forms everywhere

Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture

Goal 3. Ensure healthy lives and promote well-being for all at all ages

Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Goal 5. Achieve gender equality and empower all women and girls

Goal 6. Ensure availability and sustainable management of water and sanitation for all

Goal 7. Ensure access to affordable, reliable, sustainable and modern energy for all

Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all

Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation

Goal 10. Reduce inequality within and among countries

Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable

Goal 12. Ensure sustainable consumption and production patterns

Goal 13. Take urgent action to combat climate change and its impacts*

Goal 14. Conserve and sustainably use the oceans, seas and marine resources for sustainable development

Goal 15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss

Goal 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

Goal 17. Strengthen the means of implementation and revitalize the global partnership for sustainable development

* Acknowledging that the United Nations Framework Convention on Climate Change is the primary international, intergovernmental forum for negotiating the global response to climate change.

Goal 1. End poverty in all its forms everywhere

Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture

Goal 3. Ensure healthy lives and promote well-being for all at all ages

3.1 By 2030, reduce the global maternal mortality ratio to less than 70 per 100,000 live births
3.2 By 2030, end preventable deaths of newborns and children under 5 years of age, with all countries aiming to reduce neonatal mortality to at least as low as 12 per 1,000 live births and under-5 mortality to at least as low as 25 per 1,000 live births
3.3 By 2030, end the epidemics of AIDS, tuberculosis, malaria and neglected tropical diseases and combat hepatitis, water-borne diseases and other communicable diseases
3.4 By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being
3.5 Strengthen the prevention and treatment of substance abuse, including narcotic drug abuse and harmful use of alcohol
3.6 By 2020, halve the number of global deaths and injuries from road traffic accidents
3.7 By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programmes
3.8 Achieve universal health coverage, including financial risk protection, access to quality essential health-care services and access to safe, effective, quality and affordable essential medicines and vaccines for all
3.9 By 2030, substantially reduce the number of deaths and illnesses from hazardous chemicals and air, water and soil pollution and contamination
3.a Strengthen the implementation of the World Health Organization Framework Convention on Tobacco Control in all countries, as appropriate
3.b Support the research and development of vaccines and medicines for the communicable and non-communicable diseases that primarily affect developing countries, provide access to affordable essential medicines and vaccines, in accordance with the Doha Declaration on the TRIPS Agreement and Public Health, which affirms the right of developing countries to use to the full the provisions in the Agreement on Trade-Related Aspects of Intellectual Property Rights regarding flexibilities to protect public health, and, in particular, provide access to medicines for all
3.c Substantially increase health financing and the recruitment, development, training and retention of the health workforce in developing countries, especially in least developed countries and small island developing States
3.d Strengthen the capacity of all countries, in particular developing countries, for early warning, risk reduction and management of national and global health risks

Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Goal 5. Achieve gender equality and empower all women and girls

5.1 End all forms of discrimination against all women and girls everywhere
5.2 Eliminate all forms of violence against all women and girls in the public and private spheres, including trafficking and sexual and other types of exploitation
5.3 Eliminate all harmful practices, such as child, early and forced marriage and female genital mutilation
5.4 Recognize and value unpaid care and domestic work through the provision of public services, infrastructure and social protection policies and the promotion of shared responsibility within the household and the family as nationally appropriate
5.5 Ensure women's full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life
5.6 Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences
5.a Undertake reforms to give women equal rights to economic resources, as well as access to ownership and control over land and other forms of property, financial services, inheritance and natural resources, in accordance with national laws
5.b Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women
5.c Adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality and the empowerment of all women and girls at all levels

Goal 6. Ensure availability and sustainable management of water and sanitation for all

Goal 7. Ensure access to affordable, reliable, sustainable and modern energy for all

7.1 By 2030, ensure universal access to affordable, reliable and modern energy services
7.2 By 2030, increase substantially the share of renewable energy in the global energy mix
7.3 By 2030, double the global rate of improvement in energy efficiency
7.a By 2030, enhance international cooperation to facilitate access to clean energy research and technology, including renewable energy, energy efficiency and advanced and cleaner fossil-fuel technology, and promote investment in energy infrastructure and clean energy technology
7.b By 2030, expand infrastructure and upgrade technology for supplying modern and sustainable energy services for all in developing countries, in particular least developed countries, small island developing States, and land-locked developing countries, in accordance with their respective programmes of support

Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all

8.1 Sustain per capita economic growth in accordance with national circumstances and, in particular, at least 7 per cent gross domestic product growth per annum in the least developed countries
8.2 Achieve higher levels of economic productivity through diversification, technological upgrading and innovation, including through a focus on high-value added and labour-intensive sectors
8.3 Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, creativity and innovation, and encourage the formalization and growth of micro-, small- and medium-sized enterprises, including through access to financial services
8.4 Improve progressively, through 2030, global resource efficiency in consumption and production and endeavour to decouple economic growth from environmental degradation, in accordance with the 10-year framework of programmes on sustainable consumption and production, with developed countries taking the lead
8.5 By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value
8.6 By 2020, substantially reduce the proportion of youth not in employment, education or training
8.7 Take immediate and effective measures to eradicate forced labour, end modern slavery and human trafficking and secure the prohibition and elimination of the worst forms of child labour, including recruitment and use of child soldiers, and by 2025 end child labour in all its forms
8.8 Protect labour rights and promote safe and secure working environments for all workers, including migrant workers, in particular women migrants, and those in precarious employment
8.9 By 2030, devise and implement policies to promote sustainable tourism that creates jobs and promotes local culture and products
8.10 Strengthen the capacity of domestic financial institutions to encourage and expand access to banking, insurance and financial services for all
8.a Increase Aid for Trade support for developing countries, in particular least developed countries, including through the Enhanced Integrated Framework for Trade-Related Technical Assistance to Least Developed Countries
8.b By 2020, develop and operationalize a global strategy for youth employment and implement the Global Jobs Pact of the International Labour Organization

Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation

Goal 10. Reduce inequality within and among countries

Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable

Goal 12. Ensure sustainable consumption and production patterns

12.1 Implement the 10-year framework of programmes on sustainable consumption and production, all countries taking action, with developed countries taking the lead, taking into account the development and capabilities of developing countries
12.2 By 2030, achieve the sustainable management and efficient use of natural resources
12.3 By 2030, halve per capita global food waste at the retail and consumer levels and reduce food losses along production and supply chains, including post-harvest losses
12.4 By 2020, achieve the environmentally sound management of chemicals and all wastes throughout their life cycle, in accordance with agreed international frameworks, and significantly reduce their release to air, water and soil in order to minimize their adverse impacts on human health and the environment
12.5 By 2030, substantially reduce waste generation through prevention, reduction, recycling and reuse
12.6 Encourage companies, especially large and transnational companies, to adopt sustainable practices and to integrate sustainability information into their reporting cycle
12.7 Promote public procurement practices that are sustainable, in accordance with national policies and priorities
12.8 By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature
12.a Support developing countries to strengthen their scientific and technological capacity to move towards more sustainable patterns of consumption and production
12.b Develop and implement tools to monitor sustainable development impacts for sustainable tourism that creates jobs and promotes local culture and products
12.c Rationalize inefficient fossil-fuel subsidies that encourage wasteful consumption by removing market distortions, in accordance with national circumstances, including by restructuring taxation and phasing out those harmful subsidies, where they exist, to reflect their environmental impacts, taking fully into account the specific needs and conditions of developing countries and minimizing the possible adverse impacts on their development in a manner that protects the poor and the affected communities

Goal 13. Take urgent action to combat climate change and its impacts*

13.1 Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters in all countries
13.2 Integrate climate change measures into national policies, strategies and planning
13.3 Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning
13.a Implement the commitment undertaken by developed-country parties to the United Nations Framework Convention on Climate Change to a goal of mobilizing jointly $100 billion annually by 2020 from all sources to address the needs of developing countries in the context of meaningful mitigation actions and transparency on implementation and fully operationalize the Green Climate Fund through its capitalization as soon as possible
13.b Promote mechanisms for raising capacity for effective climate change-related planning and management in least developed countries and small island developing States, including focusing on women, youth and local and marginalized communities

* Acknowledging that the United Nations Framework Convention on Climate Change is the primary international, intergovernmental forum for negotiating the global response to climate change.

Goal 14. Conserve and sustainably use the oceans, seas and marine resources for sustainable development

Goal 15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss

15.1 By 2020, ensure the conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems and their services, in particular forests, wetlands, mountains and drylands, in line with obligations under international agreements
15.2 By 2020, promote the implementation of sustainable management of all types of forests, halt deforestation, restore degraded forests and substantially increase afforestation and reforestation globally
15.3 By 2030, combat desertification, restore degraded land and soil, including land affected by desertification, drought and floods, and strive to achieve a land degradation-neutral world
15.4 By 2030, ensure the conservation of mountain ecosystems, including their biodiversity, in order to enhance their capacity to provide benefits that are essential for sustainable development
15.5 Take urgent and significant action to reduce the degradation of natural habitats, halt the loss of biodiversity and, by 2020, protect and prevent the extinction of threatened species
15.6 Promote fair and equitable sharing of the benefits arising from the utilization of genetic resources and promote appropriate access to such resources, as internationally agreed
15.7 Take urgent action to end poaching and trafficking of protected species of flora and fauna and address both demand and supply of illegal wildlife products
15.8 By 2020, introduce measures to prevent the introduction and significantly reduce the impact of invasive alien species on land and water ecosystems and control or eradicate the priority species
15.9 By 2020, integrate ecosystem and biodiversity values into national and local planning, development processes, poverty reduction strategies and accounts
15.a Mobilize and significantly increase financial resources from all sources to conserve and sustainably use biodiversity and ecosystems
15.b Mobilize significant resources from all sources and at all levels to finance sustainable forest management and provide adequate incentives to developing countries to advance such management, including for conservation and reforestation
15.c Enhance global support for efforts to combat poaching and trafficking of protected species, including by increasing the capacity of local communities to pursue sustainable livelihood opportunities

Goal 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

16.1 Significantly reduce all forms of violence and related death rates everywhere
16.2 End abuse, exploitation, trafficking and all forms of violence against and torture of children
16.3 Promote the rule of law at the national and international levels and ensure equal access to justice for all
16.4 By 2030, significantly reduce illicit financial and arms flows, strengthen the recovery and return of stolen assets and combat all forms of organized crime
16.5 Substantially reduce corruption and bribery in all their forms
16.6 Develop effective, accountable and transparent institutions at all levels
16.7 Ensure responsive, inclusive, participatory and representative decision-making at all levels
16.8 Broaden and strengthen the participation of developing countries in the institutions of global governance
16.9 By 2030, provide legal identity for all, including birth registration
16.10 Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements
16.a Strengthen relevant national institutions, including through international cooperation, for building capacity at all levels, in particular in developing countries, to prevent violence and combat terrorism and crime
16.b Promote and enforce non-discriminatory laws and policies for sustainable development

Goal 17. Strengthen the means of implementation and revitalize the global partnership for sustainable development

Finance

17.1 Strengthen domestic resource mobilization, including through international support to developing countries, to improve domestic capacity for tax and other revenue collection
17.2 Developed countries to implement fully their official development assistance commitments, including the commitment by many developed countries to achieve the target of 0.7 per cent of ODA/GNI to developing countries and 0.15 to 0.20 per cent of ODA/GNI to least developed countries; ODA providers are encouraged to consider setting a target to provide at least 0.20 per cent of ODA/GNI to least developed countries
17.3 Mobilize additional financial resources for developing countries from multiple sources
17.4 Assist developing countries in attaining long-term debt sustainability through coordinated policies aimed at fostering debt financing, debt relief and debt restructuring, as appropriate, and address the external debt of highly indebted poor countries to reduce debt distress
17.5 Adopt and implement investment promotion regimes for least developed countries

Technology

17.6 Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation and enhance knowledge sharing on mutually agreed terms, including through improved coordination among existing mechanisms, in particular at the United Nations level, and through a global technology facilitation mechanism
17.7 Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms, including on concessional and preferential terms, as mutually agreed
17.8 Fully operationalize the technology bank and science, technology and innovation capacity-building mechanism for least developed countries by 2017 and enhance the use of enabling technology, in particular information and communications technology

Capacity-building

17.9 Enhance international support for implementing effective and targeted capacity-building in developing countries to support national plans to implement all the sustainable development goals, including through North-South, South-South and triangular cooperation

Trade

17.10 Promote a universal, rules-based, open, non-discriminatory and equitable multilateral trading system under the World Trade Organization, including through the conclusion of negotiations under its Doha Development Agenda
17.11 Significantly increase the exports of developing countries, in particular with a view to doubling the least developed countries' share of global exports by 2020
17.12 Realize timely implementation of duty-free and quota-free market access on a lasting basis for all least developed countries, consistent with World Trade Organization decisions, including by ensuring that preferential rules of origin applicable to imports from least developed countries are transparent and simple, and contribute to facilitating market access

Systemic issues
Policy and institutional coherence
17.13 Enhance global macroeconomic stability, including through policy coordination and policy coherence
17.14 Enhance policy coherence for sustainable development
17.15 Respect each country's policy space and leadership to establish and implement policies for poverty eradication and sustainable development
Multi-stakeholder partnerships
17.16 Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources, to support the achievement of the sustainable development goals in all countries, in particular developing countries
17.17 Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships
Data, monitoring and accountability
17.18 By 2020, enhance capacity-building support to developing countries, including for least developed countries and small island developing States, to increase significantly the availability of high-quality, timely and reliable data disaggregated by income, gender, age, race, ethnicity, migratory status, disability, geographic location and other characteristics relevant in national contexts
17.19 By 2030, build on existing initiatives to develop measurements of progress on sustainable development that complement gross domestic product, and support statistical capacity-building in developing countries

Means of implementation and the Global Partnership

60. We reaffirm our strong commitment to the full implementation of this new Agenda. We recognize that we will not be able to achieve our ambitious Goals and targets without a revitalized and enhanced Global Partnership and comparably ambitious means of implementation. The revitalized Global Partnership will facilitate an intensive global engagement in support of implementation of all the goals and targets, bringing together Governments, civil society, the private sector, the United Nations system and other actors and mobilizing all available resources.

61. The Agenda's Goals and targets deal with the means required to realise our collective ambitions. The means of implementation targets under each SDG and Goal 17, which are referred to above, are key to realising our Agenda and are of equal importance with the other Goals and targets. We shall accord them equal priority in our implementation efforts and in the global indicator framework for monitoring our progress.

62. This Agenda, including the SDGs, can be met within the framework of a revitalized global partnership for sustainable development, supported by the concrete policies and actions outlined in the Addis Ababa Action Agenda , which is an integral part of the 2030 Agenda for sustainable development. The Addis Ababa Action Agenda supports, complements and helps contextualize the 2030 Agenda's means of implementation targets. These relate to domestic public resources, domestic and international private business and finance, international development cooperation, international trade as an engine for development, debt and debt sustainability, addressing systemic issues and science, technology, innovation and capacity-building, and data, monitoring and follow-up.

63. Cohesive nationally owned sustainable development strategies, supported by integrated national financing frameworks, will be at the heart of our efforts. We reiterate that each country has primary responsibility for its own economic and social development and that the role of national policies and development strategies cannot be overemphasized. We will respect each country's policy space and leadership to implement policies for poverty eradication and sustainable development, while remaining consistent with relevant international rules and commitments. At the same time, national development efforts need to be supported by an enabling international economic environment, including coherent and mutually supporting world trade, monetary and financial systems, and strengthened and enhanced global economic governance. Processes to develop and facilitate the availability of appropriate knowledge and technologies globally, as well as capacity-building, are also critical. We commit to pursuing policy coherence and an enabling environment for sustainable development at all levels and by all actors, and to reinvigorating the global partnership for sustainable development.

64. We support the implementation of relevant strategies and programmes of action, including the Istanbul Declaration and Programme of Action, the SIDS Accelerated Modalities of Action (SAMOA) Pathway, the Vienna Programme of Action for Landlocked Developing Countries for the Decade 2014-2024, and reaffirm the importance of supporting the African Union's Agenda 2063 and the programme of the New Partnership for Africa's Development (NEPAD), all of which are integral to the new Agenda. We recognize the major challenge to the achievement of durable peace and sustainable development in countries in conflict and post-conflict situations.

65. We recognize that middle-income countries still face significant challenges to achieve sustainable development. In order to ensure that achievements made to date are sustained, efforts to address ongoing challenges should be strengthened through the exchange of experiences, improved coordination, and better and focused support of the United Nations Development System, the international financial institutions, regional organizations and other stakeholders.

66. We underscore that, for all countries, public policies and the mobilization and effective use of domestic resources, underscored by the principle of national ownership, are central to our common pursuit of sustainable development, including achieving the sustainable development goals. We recognize that domestic resources are first and foremost generated by economic growth, supported by an enabling environment at all levels.

67. Private business activity, investment and innovation are major drivers of productivity, inclusive economic growth and job creation. We acknowledge the diversity of the private sector, ranging from micro-enterprises to cooperatives to multinationals. We call on all businesses to apply their creativity and innovation to solving sustainable development challenges. We will foster a dynamic and well-functioning business sector, while protecting labour rights and environmental and health standards in accordance with relevant international standards and agreements and other on-going initiatives in this regard, such as the Guiding Principles on Business and Human Rights and the labour standards of ILO, the Convention on the Rights of the Child and key multilateral environmental agreements, for parties to those agreements.

68. International trade is an engine for inclusive economic growth and poverty reduction, and contributes to the promotion of sustainable development. We will continue to promote a universal, rules-based, open, transparent, predictable, inclusive, non-discriminatory and equitable multilateral trading system under the World Trade Organization (WTO), as well as meaningful trade liberalization. We call on all WTO members to redouble their efforts to promptly conclude the negotiations on the Doha Development Agenda. We attach great importance to providing trade-related capacity-building for developing countries, including African countries, least-developed countries, landlocked developing countries, small island developing states and middle-income countries, including for the promotion of regional economic integration and interconnectivity.

69. We recognize the need to assist developing countries in attaining long-term debt sustainability through coordinated policies aimed at fostering debt financing, debt relief, debt restructuring and sound debt management, as appropriate. Many countries remain vulnerable to debt crises and some are in the midst of crises, including a number of least developed countries, small-island developing States and some developed countries. We reiterate that debtors and creditors must work together to prevent and resolve unsustainable debt situations. Maintaining sustainable debt levels is the responsibility of the borrowing countries; however we acknowledge that lenders also have a responsibility to lend in a way that does not undermine a country's debt sustainability. We will support the maintenance of debt sustainability of those countries that have received debt relief and achieved sustainable debt levels.

70. We hereby launch a Technology Facilitation Mechanism which was established by the Addis Ababa Action Agenda in order to support the sustainable development goals. The Technology Facilitation Mechanism will be based on a multi-stakeholder collaboration between Member States, civil society, private sector, scientific community, United Nations entities and other stakeholders and will be composed of: a United Nations Interagency Task Team on Science, Technology and Innovation for the SDGs, a collaborative Multistakeholder Forum on Science, Technology and Innovation for the SDGs and an on-line platform.

* The United Nations Interagency Task Team on Science, Technology and Innovation for the SDGs will promote coordination, coherence, and cooperation within the UN System on STI related matters, enhancing synergy and efficiency, in particular to enhance capacity-building initiatives. The Task Team will draw on existing resources and will work with 10 representatives from the civil society, private sector, the scientific community, to prepare the meetings of the Multistakeholder Forum on Science, Technology and Innovation for the SDGs, as well as in the development and operationalization of the on-line platform, including preparing proposals for the modalities for the Forum and the on-line platform. The 10 representatives will be appointed by the Secretary General, for periods of two years. The Task Team will be open to the participation of all UN agencies, funds and programmes, and ECOSOC functional commissions and it will initially be composed by the entities that currently integrate the informal working group on technology facilitation, namely: UN Department of Economic and Social Affairs, United Nations Environment Programme, UNIDO, United Nations Educational Scientific and Cultural Organization, UNCTAD, International Telecommunication Union, WIPO and the World Bank.
* The on-line platform will be used to establish a comprehensive mapping of, and serve as a gateway for, information on existing STI initiatives, mechanisms and programmes, within and beyond the UN. The on-line platform will facilitate access to information, knowledge and experience, as well as best practices and lessons learned, on STI facilitation initiatives and policies. The online platform will also facilitate the dissemination of relevant open access scientific publications generated worldwide. The on-line platform will be developed on the basis of an independent technical assessment which will take into account best practices and lessons learned from other initiatives, within and beyond the United Nations, in order to ensure that it will complement, facilitate access to and provide adequate information on existing STI platforms, avoiding duplications and enhancing synergies.
* The Multi-stakeholder Forum on Science Technology and Innovation for the SDGs will be convened once a year, for a period of two days, to discuss STI cooperation around thematic areas for the implementation of the SDGs, congregating all relevant stakeholders to actively contribute in their area of expertise. The Forum will provide a venue for facilitating interaction, matchmaking and the establishment of networks between relevant stakeholders and multi- stakeholder partnerships in order to identify and examine technology needs and gaps, including on scientific cooperation, innovation and capacity building, and also in order to help facilitate development, transfer and dissemination of relevant technologies for the SDGs. The meetings of the Forum will be convened by the President of the ECOSOC before the meeting of the High Level Political Forum under the auspices of ECOSOC or, alternatively, in conjunction with other fora or conferences, as appropriate, taking into account the theme to be considered and on the basis of a collaboration with the organizers of the other fora or conference. The meetings of the Forum will be co-chaired by two Member States and will result in a summary of discussions elaborated by the two co-chairs, as an input to the meetings of the High Level Political Forum, in the context of the follow-up and review of the implementation of the Post-2015 Development Agenda.
* The meetings of the HLPF will be informed by the summary of the Multistakeholder Forum. The themes for the subsequent Multistakeholder Forum on Science Technology and Innovation for the SDGs will be considered by the High Level Political Forum on sustainable development, taking into account expert inputs from the Task Team.

71. We reiterate that this Agenda and the Sustainable Development Goals and targets, including the means of implementation are universal, indivisible and interlinked.

Follow-up and review

72. We commit to engage in systematic follow-up and review of implementation of this Agenda over the next fifteen years. A robust, voluntary, effective, participatory, transparent and integrated follow-up and review framework will make a vital contribution to implementation and will help countries to maximize and track progress in implementing this Agenda in order to ensure that no one is left behind.

73. Operating at the national, regional and global levels, it will promote accountability to our citizens, support effective international cooperation in achieving this Agenda and foster exchanges of best practices and mutual learning. It will mobilize support to overcome shared challenges and identify new and emerging issues. As this is a universal Agenda, mutual trust and understanding among all nations will be important.

74. Follow-up and review processes at all levels will be guided by the following principles:

a. They will be voluntary and country-led, will take into account different national realities, capacities and levels of development and will respect policy space and priorities. As national ownership is key to achieving sustainable development, the outcome from national level processes will be the foundation for reviews at regional and global levels, given that the global review will be primarily based on national official data sources.
b. They will track progress in implementing the universal Goals and targets, including the means of implementation, in all countries in a manner which respects their universal, integrated and interrelated nature and the three dimensions of sustainable development.
c. They will maintain a longer-term orientation, identify achievements, challenges, gaps and critical success factors and support countries in making informed policy choices. They will help mobilize the necessary means of implementation and partnerships, support the identification of solutions and best practices and promote coordination and effectiveness of the international development system.
d. They will be open, inclusive, participatory and transparent for all people and will support the reporting by all relevant stakeholders.
e. They will be people-centred, gender-sensitive, respect human rights and have a particular focus on the poorest, most vulnerable and those furthest behind.
f. They will build on existing platforms and processes, where these exist, avoid duplication and respond to national circumstances, capacities, needs and priorities. They will evolve over time, taking into account emerging issues and the development of new methodologies, and will minimize the reporting burden on national administrations.
g. They will be rigorous and based on evidence, informed by country-led evaluations and data which is high-quality, accessible, timely, reliable and disaggregated by income, sex, age, race, ethnicity, migration status, disability and geographic location and other characteristics relevant in national contexts.
h. They will require enhanced capacity-building support for developing countries, including the strengthening of national data systems and evaluation programs, particularly in African countries, LDCs, SIDS and LLDCs and middle-income countries.
i. They will benefit from the active support of the UN system and other multilateral institutions.

75. The Goals and targets will be followed-up and reviewed using a set of global indicators. These will be complemented by indicators at the regional and national levels which will be developed by member states, in addition to the outcomes of work undertaken for the development of the baselines for those targets where national and global baseline data does not yet exist. The global indicator framework, to be developed by the Inter Agency and Expert Group on SDG Indicators, will be agreed by the UN Statistical Commission by March 2016 and adopted thereafter by the Economic and Social Council and the General Assembly, in line with existing mandates. This framework will be simple yet robust, address all SDGs and targets including for means of implementation, and preserve the political balance, integration and ambition contained therein.

76. We will support developing countries, particularly African countries, LDCs, SIDS and LLDCs, in strengthening the capacity of national statistical offices and data systems to ensure access to high-quality, timely, reliable and disaggregated data. We will promote transparent and accountable scaling-up of appropriate public-private cooperation to exploit the contribution to be made by a wide range of data, including earth observation and geo-spatial information, while ensuring national ownership in supporting and tracking progress.

77. We commit to fully engage in conducting regular and inclusive reviews of progress at sub-national, national, regional and global levels. We will draw as far as possible on the existing network of follow-up and review institutions and mechanisms. National reports will allow assessments of progress and identify challenges at the regional and global level. Along with regional dialogues and global reviews, they will inform recommendations for follow-up at various levels.

National level

78. We encourage all member states to develop as soon as practicable ambitious national responses to the overall implementation of this Agenda. These can support the transition to the SDGs and build on existing planning instruments, such as national development and sustainable development strategies, as appropriate.

79. We also encourage member states to conduct regular and inclusive reviews of progress at the national and sub-national levels which are country-led and country-driven. Such reviews should draw on contributions from indigenous peoples, civil society, the private sector and other stakeholders, in line with national circumstances, policies and priorities. National parliaments as well as other institutions can also support these processes.

Regional level

80. Follow-up and review at the regional and sub-regional levels can, as appropriate, provide useful opportunities for peer learning, including through voluntary reviews, sharing of best practices and discussion on shared targets. We welcome in this respect the cooperation of regional and sub-regional commissions and organizations. Inclusive regional processes will draw on national-level reviews and contribute to follow-up and review at the global level, including at the High Level Political Forum on sustainable development (HLPF).

81. Recognizing the importance of building on existing follow-up and review mechanisms at the regional level and allowing adequate policy space, we encourage all member states to identify the most suitable regional forum in which to engage. UN regional commissions are encouraged to continue supporting member states in this regard.

Global level

82. The HLPF will have a central role in overseeing a network of follow-up and review processes at the global level, working coherently with the General Assembly, ECOSOC and other relevant organs and forums, in accordance with existing mandates. It will facilitate sharing of experiences, including successes, challenges and lessons learned, and provide political leadership, guidance and recommendations for follow-up. It will promote system-wide coherence and coordination of sustainable development policies. It should ensure that the Agenda remains relevant and ambitious and should focus on the assessment of progress, achievements and challenges faced by developed and developing countries as well as new and emerging issues. Effective linkages will be made with the follow-up and review arrangements of all relevant UN Conferences and processes, including on LDCs, SIDS and LLDCs.

83. Follow-up and review at the HLPF will be informed by an annual SDG Progress Report to be prepared by the Secretary General in cooperation with the UN System, based on the global indicator framework and data produced by national statistical systems and information collected at the regional level. The HLPF will also be informed by the Global Sustainable Development Report, which shall strengthen the science-policy interface and could provide a strong evidence-based instrument to support policy-makers in promoting poverty eradication and sustainable development. We invite the President of ECOSOC to conduct a process of consultations on the scope, methodology and frequency of the Report as well as its relation to the SDG Progress Report, the outcome of which should be reflected in the Ministerial Declaration of the HLPF session in 2016.

84. The HLPF, under the auspices of ECOSOC, shall carry out regular reviews, in line with Resolution 67/290. Reviews will be voluntary, while encouraging reporting, and include developed and developing countries as well as relevant UN entities and other stakeholders, including civil society and the private sector. They shall be state-led, involving ministerial and other relevant high-level participants. They shall provide a platform for partnerships, including through the participation of major groups and other relevant stakeholders.

85. Thematic reviews of progress on the Sustainable Development Goals, including cross-cutting issues, will also take place at the HLPF. These will be supported by reviews by the ECOSOC functional commissions and other inter-governmental bodies and forums which should reflect the integrated nature of the goals as well as the interlinkages between them. They will engage all relevant stakeholders and, where possible, feed into, and be aligned with, the cycle of the HLPF.

86. We welcome, as outlined in the Addis Ababa Action Agenda, the dedicated follow-up and review for the Financing for Development outcomes as well as all the means of implementation of the SDGs which is integrated with the follow-up and review framework of this Agenda. The intergovernmentally agreed conclusions and recommendations of the annual ECOSOC Forum on Financing for Development will be fed into the overall follow-up and review of the implementation of this Agenda in the HLPF.

87. Meeting every four years under the auspices of the General Assembly, the HLPF will provide high-level political guidance on the Agenda and its implementation, identify progress and emerging challenges and mobilize further actions to accelerate implementation. The next HLPF, under the auspices of the General Assembly, will take place in 2019, with the cycle of meetings thus reset, in order to maximize coherence with the Quadrennial Comprehensive Policy Review process.

88. We also stress the importance of system-wide strategic planning, implementation and reporting in order to ensure coherent and integrated support to implementation of the new Agenda by the UN development system. The relevant governing bodies should take action to review such support to implementation and to report on progress and obstacles. We welcome the ongoing ECOSOC Dialogues on the longer term positioning of the UN development system and look forward to taking action on these issues, as appropriate.

89. The HLPF will support participation in follow-up and review processes by the major groups and other relevant stakeholders in line with Resolution 67/290. We call on these actors to report on their contribution to the implementation of the Agenda.

90. We request the Secretary General, in consultation with Member States, to prepare a report, for consideration at the 70th session of the General Assembly in preparation for the 2016 meeting of the HLPF, which outlines critical milestones towards coherent efficient, and inclusive follow-up and review at the global level. This report should include a proposal on the organizational arrangements for state-led reviews at the HLPF under the auspices of ECOSOC, including recommendations on a voluntary common reporting guidelines. It should clarify institutional responsibilities and provide guidance on annual themes, on a sequence of thematic reviews, and on options for periodic reviews for the HLPF.

91. We reaffirm our unwavering commitment to achieving this Agenda and utilizing it to the full to transform our world for the better by 2030.

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Transforming our world: the 2030 Agenda for Sustainable Development

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Preamble This Agenda is a plan of action for people, planet and prosperity. It also seeks to strengthen universal peace in larger freedom. We recognise that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development.

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Education for Sustainable Development Newsletter Photo Competition for Schools Closing Date: 30 June 2023

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Education for Sustainable Development Newsletter Photo Competition for Schools Closing Date: 30 June 2023

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Take 1 Programme for Post Primary Schools

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Take 1 Programme for Post Primary Schools

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Take 1 Week 2023
November 20th - 24th
The Take 1 Programme promotes an Education for Sustainable Development awareness raising campaign in schools, which includes support to engage with the United Nations Sustainable Development Goals in a formal way through classroom experiences. Resource materials highlight opportunities for embedding ESD in teaching and learning in all subject areas. The Take 1 Programme methodology maps the SDGs to learning outcomes in Junior Cycle subjects, demonstrating how teaching and learning about sustainability can be aligned to existing subject syllabuses.

Using this approach, , in classroom, through can learn about the interconnected nature of Education for Sustainable Development. Take 1 Week elevates these teaching and learning opportunities, by creating a focus on 'whole school' engagement.

Each teacher involved is asked to teach 1 Lesson, about 1 SDG to 1 class group any time during Take 1 Week. Schools highlight their activities internally at school level and on various social media platforms, using the hashtags #take1week2023 and #take1programme on Twitter

View the Gallery to see some of the interesting activities from the campaigns in previous years

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Take 1 Programme - Every Student - Every Subject - Every Classroom

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Take 1 Week 2023 November 20th - 24thThe Take 1 Programme promotes an Education for Sustainable Development awareness raising campaign in schools, which includes support to engage with the United Nations Sustainable Development Goals in a formal way through classroom experiences. Resource materials highlight opportunities for embedding ESD in teaching and learning in all subject areas.

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World Environment Day Monday June 5th 2023

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World Environment Day Monday June 5th 2023

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Please click here if you are not redirected within a few seconds.

World Environment Day / Date

World Environment Day is celebrated annually on 5 June and encourages awareness and action for the protection of the environment. It is supported by many non-governmental organizations, businesses, government entities, and represents the primary... Wikipedia and Wikipedia

Also called : Eco Day, Environment Day, WED (world environment day), Environment Day, and WED (World Environment Day)

Date : Monday, June 5, 2023

Significance : Environmental issues awareness

Washington DC (Hagerstown MD), Virginia

From your IP address - Learn more

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Please click here if you are not redirected within a few seconds. World Environment Day / Date World Environment Day is celebrated annually on 5 June and encourages awareness and action for the protection of the environment. It is supported by many non-governmental organizations, businesses, government entities, and represents the primary...

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National Biodiversity Week May 19th-23rd 2023

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National Biodiversity Week May 19th-23rd 2023

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22-24th May 2020

Biodiversity day 2020

This weekend you can learn about the natural world while maintaining social distancing. Explore your local area and if you find something that you can't identify our experts will be happy to help you identify what you found.

If you need help, all you have to do is take a photograph of your find and tag us on Twitter or Instagram using the hashtag #BackyardBioblitz and we will tell you what you have found.

Download an activity sheet from here.

Use the hashtag #Backyardbioblitz and tag us on:

Instagram: @National.Biodiversity.Week

Twitter: @IrishEnvNet

@NoticeNature

.

There are lots more materials to help you learn about the plants and animals that you might find, and how to identify them. Click here to access our list of resources.

Take care when you are exploring. Make sure that you have an adult with you and be very careful near water and plants that have thorns or that sting.

Most of all, make sure that you have fun. And remember that our experts will be happy to help you identify anything that you find.

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National Biodiversity Week 2020 - Ireland's National Biodiversity Week 2020

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This weekend you can learn about the natural world while maintaining social distancing. Explore your local area and if you find something that you can't identify our experts will be happy to help you identify what you found.

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National Biodiversity Week May 19th-23rd 2023

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National Biodiversity Week May 19th-23rd 2023

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22-24th May 2020

Biodiversity day 2020

This weekend you can learn about the natural world while maintaining social distancing. Explore your local area and if you find something that you can't identify our experts will be happy to help you identify what you found.

If you need help, all you have to do is take a photograph of your find and tag us on Twitter or Instagram using the hashtag #BackyardBioblitz and we will tell you what you have found.

Download an activity sheet from here.

Use the hashtag #Backyardbioblitz and tag us on:

Instagram: @National.Biodiversity.Week

Twitter: @IrishEnvNet

@NoticeNature

.

There are lots more materials to help you learn about the plants and animals that you might find, and how to identify them. Click here to access our list of resources.

Take care when you are exploring. Make sure that you have an adult with you and be very careful near water and plants that have thorns or that sting.

Most of all, make sure that you have fun. And remember that our experts will be happy to help you identify anything that you find.

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National Biodiversity Week 2020 - Ireland's National Biodiversity Week 2020

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This weekend you can learn about the natural world while maintaining social distancing. Explore your local area and if you find something that you can't identify our experts will be happy to help you identify what you found.

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World Environment Day Monday June 5th 2023

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World Environment Day Monday June 5th 2023

# data[].attributes.attachment_link.readable_text
Please click here if you are not redirected within a few seconds.

World Environment Day / Date

World Environment Day is celebrated annually on 5 June and encourages awareness and action for the protection of the environment. It is supported by many non-governmental organizations, businesses, government entities, and represents the primary... Wikipedia and Wikipedia

Also called : Eco Day, Environment Day, WED (world environment day), Environment Day, and WED (World Environment Day)

Date : Monday, June 5, 2023

Significance : Environmental issues awareness

Washington DC (Hagerstown MD), Virginia

From your IP address - Learn more

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Please click here if you are not redirected within a few seconds. World Environment Day / Date World Environment Day is celebrated annually on 5 June and encourages awareness and action for the protection of the environment. It is supported by many non-governmental organizations, businesses, government entities, and represents the primary...

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The Department of Education developed an innovative Arts-in-Education BLAST Residency Programme in 2021, which enables up to 400 new Arts-in-Education Residencies in schools each year.

This initiative aims to support the integration of the principles and key skills outlined in the Arts in Education Charter and the Creative Ireland Programme (2017-2022), Pillar 1 Creative Youth.

This initiative aims to support the integration of the principles and key skills outlined in the Arts-in-Education Charter and the Creative Ireland Programme (2017-2022), Pillar 1 Creative Youth.

The aim of this scheme is to give students in schools all over the country the opportunity to work with a professional artist on unique projects to be planned and developed between the artist, the teacher and the school under the co-ordination of the Education Support Centres Ireland ESCI network of 21 full-time education centres. This initiative supports children and young people for the future, where skills like the ability to connect and collaborate with others, engage in creative and critical thinking and practice inclusivity at every level will be paramount to peace, stability, sustainable economic growth and equality.

What is proposed is a unique streamlined process whereby schools apply for an artist on the Online Register of Approved Artists who are already trained for the new BLAST Arts-in-Education Residency Programme, managed by the local education centre. The education centre will also pay the artist which will further remove the administrative burden on teachers and schools.

How this BLAST residency initiative will operate

Schools will apply for a BLAST Arts-in-Education Residency to the full-time education centre in their area. The Register of Approved Artists in each education centre will be arranged by artist and discipline, include relevant required and approved training experience, examples of previous work and examples of relevant or related experience in an educational and community context.

Artists from any artistic discipline who have been trained in partnership working with schools will be registered with each of the 21 full-time education centres. Artistic disciplines include visual arts, crafts, music, dance, drama, literature and film. Creative disciplines will be expanded as the BLAST Residency Programme develops over the next number of years.

The artists on the Register of Approved Artists will have been previously trained and have engaged in school residencies under Teacher-Artist Partnership CPD and Residency initiative or the Arts in Junior Cycle Programme which are both approved and led by the Department of Education. Artists are currently trained and registered on the Online Register of Approved Artists managed by the education support centre network nationally. Garda Clearance for artists for successful school applications will be sought by the education centre. The education centre will also arrange for payment of the artist which will further remove the administrative burden on teachers and schools.

The school must be in the catchment of the local full-time education centre. Schools may submit only 1 application.

This initiative encourages:

schools, primary and post-primary, that have not recently had an opportunity to participate in such creative initiatives

schools supporting inclusion and enhanced arts-in-education engagement with students from disadvantaged backgrounds and SEN

schools that have a track record in teacher-artist partnership working in the classroom and school

a whole-school commitment to the project, but it is not a requirement that all classes work with the artist

projects should have regard to the relevant school curricula where appropriate and have a focus on process

For more information or to apply, see www.gov.ie/blast/

News posts - 2 results

Opportunities

Department of Education: BLAST and Creative Clusters Deadlines: BLAST: 19th May 2023 Creative Clusters: 12th May 2023 The Minister for...

Opportunities

BLAST Arts-in-Education Residencies Deadline: 30 September 2022 Minister for Education Norma Foley invites primary and...

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BLAST Bringing Live Arts to Students and Teachers - Arts in Education

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The Department of Education developed an innovative Arts-in-Education BLAST Residency Programme in 2021, which enables up to 400 new Arts-in-Education Residencies in schools each year. This initiative aims to support the integration of the principles and key skills outlined in the Arts in Education Charter and the Creative Ireland Programme (2017-2022), Pillar 1 Creative Youth.

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Code of Professional Conduct for Teachers

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Code of Professional Conduct for Teachers

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MyRegistration Portal Account Step-by-Step Guide

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Listowel Writers' Week  May 31-June 4 2023

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Listowel Writers' Week  May 31-June 4 2023

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Sixth (6th) African Union Commission (AUC) and Network of Africa National Human Rights Institutions (NANHRIs) Policy Dialogue

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ECO-WEEKS - ECO-UNESCO - Environmental Youth Organisation

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Eco-Unesco's ECO-Choices Programme is a programme that focuses on the positive aspects of a community and the environment.

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Funded Projects

Check out the exciting projects funded under the Science Week Call 2023.

Find out more about Funded Projects

Schools Programme

Mary-Claire, Gráinne Bleasdale and Phil Smyth host a celebration of all things science in two jam-packed shows of experiments, explorations and lots of fun!

Find out more about Schools Programme

Events

Throughout Science Week there is a wide variety of online and in person events taking place throughout the country.

Find out more about Events

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At SFI we believe in the ability of science, technology, engineering & maths to effect positive change in the world and drive a sustainable international economy. https://www.sfi.ie/engagement/science-week/

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This page will outline AsIAm's Autism Friendly School Programme, which seeks to enact autism-friendly practices on a school-wide level. The programme is not to be confused with our school talks, which can be accessed here.

AsIAm, in cooperation with the Joint Managerial Body and Irish Primary Principal's Network, began conducting an Autism-Friendly Schools Pilot with 118 National and Secondary Schools across Ireland. Participating schools were supported in reflecting on their practice, identifying challenges and solutions, creating an inclusive culture and building knowledge and understanding of autism amongst staff and students. To date, we have worked with over 400 schools across the country.

The project aims to support schools in the provision of inclusive educational placements for autistic children and young people alongside specialist provision. It is designed to reaffirm good practice and support those wishing to foster a school culture that is inclusive of autistic students. The project will cover the following areas:

Teaching and Learning

Inclusive School Culture

Leadership and Management

Staff professional development

Online application forms are available on this page each September. Once a school has applied and been accepted onto the Autism Friendly Schools Project, they will complete the following steps:

Release two staff members (preferably one mainstream class teacher and one special education/learning support teacher) to attend 3 workshops over the course of the academic year (two online and one in-person).

Use the Autism Friendly Schools toolkit for in-school assessments and the development of strategic planning for inclusion. Participants will get access to an online toolkit to support engagement.

Promote the AsIAm Autism Friendly Schools CPD course and make this available to all staff / colleagues.

Actively promote the school's participation in the Autism Friendly Schools Project among the wider school community, via social media, BOM meetings, PTA meetings, autism awareness events / activities etc.

Please note - there will be no provision for travel expenses/sub-cover. As we are a charity, the programme is dependent on an investment from starting and returning schools to cover the cost of the three training days. The cost of the programme for new schools is €500 and the cost for returning schools (years 2 and 3) is €300 The data compiled from the online toolkit will be anonymized and no school or individual will be identifiable. This aims to form a national perspective on how primary and post-primary schools are engaging in autism-friendly practices.
Due to a high demand for places on the project, we have closed expressions of interest for this year. Returning schools who are signing up for year 2 or 3 can contact us at [email protected] to confirm their place if they haven't already done so

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AsIAm's Autism-Friendly School Project aims to support schools across Ireland in creating a whole-school inclusive environment

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Thanks for donating to AsIAm!

Support like yours helps us organise and deliver on the ground for the autism community right across Ireland.

We greatly appreciate it!

Thank you for your interest in our Workshops

You will receive an email from AsIAm indicating one of the following:

To introduce you to your local volunteer speaker who will liaise directly with you to agree dates, times and other arrangements for the workshop(s) . . .

OR

. . . if no volunteer speaker is available in your area your details will be put on our waiting list until a speaker becomes available.

Thank you

We have received your request and will contact you as soon as possible.

Autism Accreditation

Thanks for your interest in our Autism Accreditation initiative and taking your first steps to be autism-friendly!

You will soon receive an email from AsIAm to discuss the next stages of your application.

Thank you for your interest in our Workshops

You will receive an email from AsIAm indicating one of the following:

To introduce you to your local volunteer school speaker who will liaise directly with you to agree dates, times and other arrangements for the workshop(s).

OR

If no volunteer school speaker is available in your area your details will be put on our waiting list unlit a speaker becomes available.

Skip to content

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As part of our support for the autism community of Ireland, we have created a dedicated information line. What the Information Line can do Provide information on a range of matters which impact autistic adults, children and their families Signpost you to relevant AsIAm resources Direct you to other relevant organisations and supports What the ...

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Local DEIS Communities of Practice 2023-2024

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Local DEIS Communities of Practice 2023-2024

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Communities of Practice for Principals and DEIS Co-ordinators in Primary and Post Primary Schools will continue from September 2023 in Athlone Education Support Centre. Register now through the Centre's website.

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Climate and Nature Summit: Primary and Secondary Schools' Agenda November 7th-11th

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Climate and Nature Summit: Primary and Secondary Schools' Agenda November 7th-11th

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Climate and Nature Summit: COP27 November 7th-11th 2022

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Climate and Nature Summit: COP27 November 7th-11th 2022

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We can address the climate and ecological crisis if we act now and act together. Climate change and biodiversity loss matters to our students and our teachers. Make this a priority. Join the collective conversation, get your school onboard and this Sept register for the Climate and Nature Summit Nov 2022.

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We can address the climate and ecological crisis if we act now and act together. Climate change and biodiversity loss matters to our students and our teachers. Make this a priority. Join the collective conversation, get your school onboard and this Sept register for the Climate and Nature Summit Nov 2022.

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Young Environmentalist Awards - ECO-UNESCO

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ECO-UNESCO's Young Environmentalist Awards 2024 About YEA is an all-Ireland environmental awards programme that recognises and rewards young people who raise environmental awareness and improve the environment. Learn More Register Here Registrations are open for 2023. We look forward to seeing you! Learn More Submit your Project Submissions are now open for 2023.

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ISSN: Sustainability Resources for Teachers

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ISSN: Sustainability Resources for Teachers

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Resources to download - Irish Schools Sustainability Network

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Nature made easy! Learn about one new living thing each week. Join a collective group of teachers for 15mins every Monday. We are bringing nature into our classrooms. Let's reconnect with nature by learning more about the wildlife around us.

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Climate and Nature Summit November 7th-11th

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Climate and Nature Summit November 7th-11th

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Climate and Nature Summit - Irish Schools Sustainability Network

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The climate and ecological emergency is a fast-changing landscape. It's hard to keep up! The summit will get you and your students up to speed while also covering fascinating topics delivered by industry experts.

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Today's practice is Breath Awareness.

The breath is a terrific tool we have at our disposal to create more calm in ourselves. Stress makes our breathing faster and shallower which leads to tension in our bodies and also our minds. Allowing yourself space to breathe is wonderful gift that will reward you in untold ways. Attending to the breath has an extraordinary way of slowing down the breath and soothing the autonomic nervous system. It's as though the breath says "Oh, Thank you for noticing me, Now I can relax!". Sitting with your breath and following it in and out of your body can be difficult because the mind wants you to follow it instead. By noticing when your attention has gone somewhere else, and coming back to the breath again, you are 'flexing your awareness muscle' and strengthening your ability to focus. Informally, you can avail of opportunities during the day to pause with your breath.

Notice any insights form practicing breath awareness that arise for you.

You are invited to join us for another Mental Health Ireland's Mindful Moment Guided Practice Live Stream on Facebook at 1.30 pm .

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Today's practice is Breath Awareness. The breath is a terrific tool we have at our disposal to create more calm in ourselves. Stress makes our breathing faster and shallower which leads to tension in our bodies and also our minds. Allowing yourself space to breathe is wonderful gift that will reward you in untold ways.

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Raising Awareness of Developmental Language Disorder (DLD) School Campaign October 14th 2022

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Raising Awareness of Developmental Language Disorder (DLD) School Campaign October 14th 2022

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Responding to Critical Incidents in Schools

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Responding to Critical Incidents in Schools

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Responding to Critical Incidents in Schools is a Course

Responding to Critical Incidents in Schools

Started 21 Feb 2022

Enrol

Full course description

While we all hope that critical incidents will never occur, the sad reality is that they do. Our experience over many years, supported by extensive research, shows that well-prepared schools cope better in the event of a critical incident occurring.

This e-learning course has been developed by the National Educational Psychological Service (NEPS) section of the Department of Education.

The course is based on our 2016 publication ' Responding to Critical Incidents: Guidelines and Resource Materials for Schools'. It is designed to support school staff to prepare for and respond effectively to a critical incident. It is aimed primarily at staff who have a lead or managerial role in the school, and/or those who would be centrally involved in responding to a critical incident. We suggest a minimum of 2 staff members complete the course in each school.

Sign up for this course today.

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Responding to Critical Incidents in Schools - NEPS

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Responding to Critical Incidents in Schools is a Course Started 21 Feb 2022 Enrol While we all hope that critical incidents will never occur, the sad reality is that they do. Our experience over many years, supported by extensive research, shows that well-prepared schools cope better in the event of a critical incident occurring.

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Ireland's Strategy for Foreign Languages in Education 2017-2026

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Ireland’s Second National Implementation Plan for the Sustainable Development Goals 2022-2024

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Ireland’s Second National Implementation Plan for the Sustainable Development Goals 2022-2024

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Ireland’s Second National Implementation Plan for the Sustainable Development Goals 2022-2024

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Content and Language Integrated Learning (CLIL)

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Content and Language Integrated Learning (CLIL)

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CPD

Continuing Professional Development

DCEDIY

Department of Children, Equality, Disability, Integration and Youth

DEIS

Delivering Equality of Opportunity in Schools

DE

Department of Education

DFHERIS

Department of Further and Higher Education, Research, Innovation and Science

ELC

Early Learning and Care

ESD

Education for Sustainable Development

ICT

Information and Communications Technology

NEPS

National Educational Psychological Service

NCSE

National Council For Special Education

OECD

Organisation for Economic Co-operation and Development

SDG

Sustainable Development Goals

SEN

Special Education Needs

SNA

Special Needs Assistants

SPHE

Social Personal and Health Education

STEM

Science, Technology, Engineering and Maths

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Department of Education Statement of Strategy 2021-2023

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CPD Continuing Professional Development DCEDIY Department of Children, Equality, Disability, Integration and Youth DEIS Delivering Equality of Opportunity in Schools DE Department of Education DFHERIS Department of Further and Higher Education, Research, Innovation and Science ELC Early Learning and Care ESD Education for Sustainable Development ICT Information and Communications Technology NEPS National Educational Psychological Service NCSE National Council For Special Education OECD Organisation for Economic Co-operation and Development SDG Sustainable Development Goals SEN Special Education Needs SNA Special Needs Assistants SPHE Social Personal and Health Education STEM Science, Technology, Engineering and Maths

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Padlet to support EAL & Linguistic Diversity

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Resource Title

Summary

'Young people should be enabled to appreciate the richness of a diversity of cultures and be supported in practical ways to recognise and to challenge prejudice and discrimination where they exist.'

These guidelines are designed to provide support for all the members of the school community, including teachers, school managers, support staff and parents. In this respect, they deal with a wide range of issues including school planning, classroom planning, assessment and the language environment. They are designed to be accessible to people approaching the curriculum from a range of different perspectives.

The audience for the 176 page guidelines includes all those with a responsibility for and interest in primary education. It is of particular relevance to teachers, school managers, school support staff and policy makers. It is hoped that these guidelines will support teachers, both individually and as teams, in developing a more inclusive classroom environment. They will also support whole school planning and policy development within schools and so contribute to developing a school culture that is welcoming, respectful and sensitive to the needs of all children.

Description

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Intercultural Education in the Primary School - guidelines for schools - DevelopmentEducation.ie

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Resource Title Summary 'Young people should be enabled to appreciate the richness of a diversity of cultures and be supported in practical ways to recognise and to challenge prejudice and discrimination where they exist.' These guidelines are designed to provide support for all the members of the school community, including teachers, school managers, support staff and parents.

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Learning to code helps us make sense of the rapidly changing world around us. Join millions of fellow organisers and participants to inspire the development of coding and computational thinking skills in order to explore new ideas and innovate for the future.

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October 14 - 27, 2024: a week to celebrate coding in Europe, encouraging citizens to learn more about technology, and connecting communities and organizations who can help you learn coding.

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Computer Science Week October 10th-14th 2022

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Computer Science Week October 10th-14th 2022

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Partner Pack - Ukraine Supports September 2022

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Partner Pack - Ukraine Supports September 2022

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Check out the many resources to celebrate Maths week in your school!

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Maths Week Ireland 2023 is rapidly approaching and we hope that your school and community can join us in what is arguably the biggest Maths Festival in the world. Over 470,000 participants registered to take part in 2022, and this years events promise to be as enriching, exciting, creative and fun! Our Calendar of Events and Registration will go live shortly. Stay tuned to find out what we have in store and how you can get involved in Maths Week 2023.

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Maths Week will take place from 16 - 24 Oct. 2021. We will have events and activities we have for all the family. Check out MathsWeekTV live for great shows all week.