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This session will guide students through one of Nairobi’s most vibrant informal settlements and invite them to consider how global goals—like clean water, quality education, and sustainable communities—play out in real-life settings.

To support reflection and deeper learning, we've attached an optional activity sheet that can be printed or shared digitally with your students (if your students prefer, or printers aren't available, I encourage them to just draw their own version of the SDGs building bricks and show off their amazing art skills!):

The SDG LEGO Brick Wall Activity

Each SDG is represented as a colourful brick. Students are encouraged to:

Match different moments in the tour with the SDG they relate to

Reflect on how these goals show up in their own communities

This can be completed during or after the session and works well as a class discussion prompt.

We’ve also included a one-page sheet with fun facts about Kibera. It’s a great way to introduce the tour or encourage post-session & reflection.

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The Ages of Globalization is a free, online, multidisciplinary course designed to prepare learners from around the world -- students ages 14+, educators and life-long learners -- to tackle today's challenges, from peace and security to climate change, poverty, inequalities, environmental sustainability, and artificial intelligence. Inspired by Prof.

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POST-Dialogue Pedagogical Resource on ECOSYSTEM RESTORATION

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PRE-Dialogue Pedagogical Resource on GENDER EQUALITY (1)

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International Day of Living Together in Peace

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International Day of Living Together in Peace

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5 H Giornata Internazionale del vivere insieme in pace

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5 H Giornata Internazionale del vivere insieme in pace

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Unesco Commissione Nazionale Italiana per l'Unesco

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Oggi è la “Giornata Internazionale del vivere insieme in pace”, dichiarata dall’Assemblea Generale delle Nazioni Unite nel dicembre 2017 - Unesco Commissione Nazionale Italiana per l’Unesco

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L’Assemblea Generale delle Nazioni Unite l’8 dicembre 2017 ha dichiarato il 16 maggio “Giornata Internazionale del vivere insieme in pace”, per sostenere il desiderio di vivere ed agire insieme, uniti nella differenza e nella diversità per costruire un mondo sostenibile di pace, solidarietà ed armonia. “La Giornata Internazionale del vivere insieme in pace ci ricorda […]

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(my) Environmental sustainability and the Italian Constitution

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(my) Environmental sustainability and the Italian Constitution

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(My) environment sustainability and the Italian Constitution

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(My) environment sustainability and the Italian Constitution

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(my) Environmental sustainability and the Italian Constitution

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(my) Environmental sustainability and the Italian Constitution

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(my) Environmental sustainability and the Italian Constitution

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(my) Environmental sustainability and the Italian Constitution

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UN at Your Doorstep on Gender Equality & Social Inclusion

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A series of online live dialogues between today’s global leaders and tomorrow’s changemakers on how to tackle complex sustainable development challenges

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Activity: Debunking Common Myths and Misconceptions About Climate Change

Objective:
Students will analyze and debunk common climate change myths using fact-checking strategies. They will then create a visual representation highlighting the importance of fact-checking.

Step 1: Group Work (Fact-Checking Myths)

Divide students into 5 groups.

Assign each group a climate change myth to fact-check.

Groups will research and discuss scientific evidence that disproves the myth.

They will prepare a short explanation (2-3 minutes) to present their findings to the class.

Step 2: Class Presentations

Each group presents their myth, the common misconception, and the scientific facts that debunk it.

Encourage discussion and questions from classmates.

Step 3: Visualization on the Importance of Fact-Checking

After all presentations, each group will create a visual representation on either:

A whiteboard (if digital tools are available).

A notebook page (if using paper).

Their visual should include:

A key message about why fact-checking matters.

Examples of how misinformation spreads.

Tips on how to verify information (reliable sources, cross-checking, etc.).

Step 4: Reflection and Discussion

Groups present their visualizations.

Open a class discussion:

Why do people believe climate myths?

How can we promote fact-checking in everyday life?

Final Thought: Fact-checking is a powerful tool against misinformation.

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POST-Dialogue Pedagogical Resource on GENDER EQUALITY

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HeForShe is a global solidarity movement initiated by UN Women, inviting men and people of all genders to stand in solidarity with women to create a bold, visible, and united force for gender equality.

Mission of the Movement: HeForShe aims to mobilize individuals, especially men and boys, to tackle obstacles preventing the realization of women's and girls' full legal rights, emphasizing their agency and responsibilities in achieving gender equality and economic and political parity.

Communication and Engagement Strategies: HeForShe engages a global audience by providing targeted platforms where individuals can become change agents for gender equality. The movement encourages people worldwide to unite as equal partners to craft a shared vision of a gender-equal world and implement specific, locally relevant solutions.

Focus on Sustainable Development Goals (SDGs): HeForShe contributes to the achievement of the Sustainable Development Goals, particularly Goal 5: Achieve gender equality and empower all women and girls. The movement emphasizes the critical role of male allyship in accelerating progress on gender equality, a key pillar in realizing the 2030 Agenda.

Actions and Campaigns Promoting Gender Equality: HeForShe has launched various campaigns and initiatives to promote gender equality, including:

#JustSayBro: A campaign supporting men who believe in equality and encouraging them to take action to make it a reality.

University Partnerships: Collaborations with universities to achieve gender parity on campuses, focusing on increasing women's enrollment and representation in leadership positions.

Action Kits: Providing resources for companies, civil societies, and individuals to organize events and raise awareness about gender equality.

Personal Actions to Support Gender Equality in the Community: Reflecting on HeForShe's initiatives, here are some actions to consider for promoting gender equality locally:

Organize Awareness Events: Host workshops or seminars to educate the community about gender equality issues.

Establish Support Groups: Create forums where individuals can discuss and address gender-related challenges.

Advocate for Policy Changes: Work with local organizations to promote policies that support gender equality in workplaces and educational institutions.

Mentorship Programs: Encourage mentorship opportunities that empower women and girls in various professional and academic fields.

By actively participating in such initiatives, individuals can contribute meaningfully to advancing gender equality within their communities.

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ANSWER THESE RESEARCH QUESTIONS

What is the mission of the movement, organization, or initiative?

How does this movement communicate its mission and engage others in its

cause?

Which SDGs does this movement focus on?

What types of actions or campaigns does this movement carry out to promote and realize gender equality?

After learning about this movement, what actions would you like to take to support gender equality in your community?

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HeForShe is an invitation for men and people of all genders to stand in solidarity with women to create a bold, visible and united force for gender equality. The men of HeForShe aren't on the sidelines. They're working with women and with each other to build businesses, raise families, and give back to their communities.

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HeForShe is an invitation for men and people of all genders to stand in solidarity with women to create a bold, visible and united force for gender equality. The men of HeForShe aren't on the sidelines. They're working with women and with each other to build businesses, raise families, and give back to their communities.

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THE STATE OF GENDER EQUALITY TODAY - FACTS & FIGURES

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THE STATE OF GENDER EQUALITY TODAY - FACTS & FIGURES

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Despite global commitments, gender inequality remains a pervasive issue across multiple dimensions, including education, workforce participation, political representation, and violence against women and girls. While progress has been made, the pace of change remains slow, and in some cases, it has regressed due to global crises, such as the COVID-19 pandemic.

Education and Economic Participation: While more girls are attending school than ever before, significant disparities remain. Globally, 129 million girls are out of school, including 32 million at the primary level and 97 million at the secondary level (UNESCO). Economic participation also reflects deep inequalities: Women earn 20% less than men on average and are overrepresented in low-paying and informal work (ILO). Women continue to bear disproportionate unpaid care work responsibilities, limiting their ability to participate in the workforce equally.

Political Representation and Leadership: Women remain underrepresented in decision-making roles. As of 2024, only 27% of parliamentary seats and 35.5% of local government positions are held by women worldwide (UN Women). At the current rate, it will take another 47 years to achieve gender parity in national parliaments (UN Women). Gender-equal leadership is critical for inclusive policymaking, particularly in areas like healthcare, education, and climate action.

Violence Against Women and Girls: Gender-based violence remains one of the most widespread human rights violations. One in three women globally has experienced physical and/or sexual violence in her lifetime (WHO). Harmful practices, such as child marriage and female genital mutilation (FGM), continue to threaten millions of girls. In 30 countries across Africa and the Middle East, 1 in 3 girls aged 15-19 has undergone FGM, putting them at risk of severe health complications and even death (UNICEF). The persistence of these practices reflects the urgent need for stronger legal protections and enforcement.

Legal and Social Barriers: Despite progress in some areas, 2.4 billion women worldwide are still not afforded the same economic rights as men. In 178 countries, legal barriers continue to prevent women from fully participating in the economy (World Bank). Additionally, discriminatory laws related to inheritance, land ownership, and financial access continue to hinder women's economic independence and security.

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5 H preparing Gender Equality – A UN at Your Doorstep Learning Experience

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5 H preparing Gender Equality – A UN at Your Doorstep Learning Experience

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PRE-Dialogue Pedagogical Resource on GENDER EQUALITY

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General Understanding

What is the main problem Tuvalu is facing?

Why is rising sea level particularly dangerous for Tuvalu?

What are the consequences of soil salinization for the country?

Legal and Political Aspects

Why does Tuvalu risk losing its sovereignty?

What international rights might Tuvalu lose if its physical territory disappears?

What does "defined territory" mean in international law?

Solutions and Strategies

What strategy has Tuvalu announced to deal with the loss of its physical land?

What does it mean that Tuvalu will become the "First Digital Nation"?

How could digitalization help Tuvalu preserve its cultural identity?

What benefits will the digital transformation bring to the Tuvaluan diaspora?

Critical Thinking

Do you think creating a digital country is an effective solution? Why or why not?

How do you think the international community should respond to Tuvalu’s situation?

Do you know of any other countries or populations that have faced similar issues?

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What happens to a country without land? As rising sea levels threaten to submerge their home, Tuvalu has made a radical plan for the survival of their nation.

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3-7.3.25 Understanding Climate Change – Facts vs. Myths – Liceo Statale di Roma

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Understanding Climate Change – Facts vs. Myths

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4H work with part 1 of 26.2.25 lesson plan 

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4H work with part 1 of 26.2.25 lesson plan 

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ACTIVITY 3 – RESEARCH A YOUTH-LED MOVEMENT FOR SDG 13

In this activity, learners will explore how young people are at the forefront of advocating for climate action through social mobilization and activism, pushing for changes in policies and practices locally and globally. Below are some examples of youth-led movements that focus on promoting and realizing SDG 13. Add any relevant local youth movements to the list, and let your learners select one for further investigation.

Examples of Youth-Led Movements for SDG 13:

Fridays for Future

Earth Uprising

Climate Cardinals

African Climate Alliance

Youth Climate Action Network (YCAN)

Pacific Climate Warriors

China Youth Climate Action Network (CYCAN)

Jóvenes por el Clima (Youth for Climate)

Zero Hour

<add a local movement for quality education you want your learners to find out about>

Research Questions for Learners:

What is the name of this youth-led movement?

What is the mission of the movement, organization, or initiative?

How does this movement communicate its mission and engage others in its cause?

Which SDGs does this movement focus on?

What types of actions or campaigns does this movement carry out to promote and realize climate action?

After learning about this movement, what actions would you like to take to support climate action in your community?

STEP 3 – FORMULATING QUESTIONS FOR WORLD LEADERS

What questions will your students ask the speakers?

Prior to the live dialogue, all young people participating are invited to submit and upvote questions to help our youth moderators pick the top 4-5 youth-created questions to ask our speakers. Our moderators will pick questions that have been highly upvoted and that will help our global youth community think holistically and systemically about climate change.

One way to encourage your learners to create questions considering the range of systemic factors impacting climate change is to use The Sustainability Compass tool. This systems thinking tool, pictured below, considers how nature, economy, society, and individual wellbeing interact to shape our world. Challenge your learners to come up with questions from each Compass Perspective or how the different perspectives are connected.

Download a copy of this image here and learn more about The Sustainability Compass here.

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ACTIVITY 2 – SCHOOL INVESTIGATION

This is another activity for learners to undertake guided research to explore the topic. Please adjust the worksheet to either focus on your school/learning institution or community organization you’re engaging learners through.

📌 This worksheet will help you assess how your school or community is addressing climate change and identify areas for improvement. Use this as a guide to observe, ask questions, and take notes on sustainability practices in your school or neighborhood.

School/Community Investigation Worksheet

Investigate

Yes, No, Unsure

Notes and Observations

Does your school have a climate action plan or sustainability initiatives in place?

Are renewable energy sources (solar panels, wind turbines) used at your school?

Does your school actively promote energy conservation (e.g., turning off lights, efficient heating/cooling)?

Is there a recycling or waste management program in place? If so, how effective is it?

Does your school encourage students and staff to use sustainable transportation (walking, biking, public transport, carpooling)?

Are there green spaces (gardens, trees, or natural areas) within the school environment? Efforts for nature restoration?

Are there discussions or lessons on climate change and sustainability in your classrooms? In which subjects?

Are there student-led eco-clubs or environmental groups that promote climate action?

Does your cafeteria offer plant-based meal options or locally sourced food? How is food waste dealt with?

How much single-use plastic is used in the school (e.g., water bottles, packaging)?

Has your school/community experienced climate-related impacts (e.g., extreme weather, floods, heatwaves)? If so, how has it responded?

Taking Action: How can you work with classmates, teachers, or local organizations to bring real change to your community? List at least three steps you can take to make a difference.

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The United Nations has established platforms to amplify youth voices in climate action, providing opportunities for young people to engage in decision-making, drive policy changes, and lead climate solutions at local and global levels:

UN Secretary-General's Youth Advisory Group on Climate Change – Provides young leaders with direct input into UN climate strategies. (UN)

UNFCCC’s Youth Constituency (YOUNGO) – Represents youth in international climate negotiations and COP summits. (UNFCCC)

UNESCO’s Youth Climate Action Network (YOUCAN) – Focuses on climate education, leadership training, and grassroots mobilization. (UNESCO)

United Nations Major Group for Children and Youth (MGCY) – the MGCY is active at various international summits, and youth focal points address specific SDGs, many of them related to the environmental goals. (UNMGCY)

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FUTURE CAREER OPPORTUNITIES: A RISING DEMAND FOR SUSTAINABILITY SKILLS

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FUTURE CAREER OPPORTUNITIES: A RISING DEMAND FOR SUSTAINABILITY SKILLS

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The transition to a green economy is creating millions of new jobs worldwide, with demand soaring for sustainability expertise. The International Labour Organization (ILO) estimates that a shift to sustainable energy, agriculture, and infrastructure could generate 24 million new jobs by 2030 (ILO). These are just some of the top emerging GREEN CAREERS:

Renewable Energy Engineers: Develop solar, wind, and hydroelectric projects.

Sustainability Consultants: Guide businesses and governments toward low-carbon operations.

Climate Data Analysts: Use AI and big data to predict climate impacts.

Urban Planners: Design sustainable cities with transit, green spaces, and eco-friendly buildings.

Environmental Lawyers & Policy Experts: Push for stronger climate laws and accountability.

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TAKING ACTION AGAINST CLIMATE CHANGE _THE ROLE OF YOUNG PEOPLE IN TACKLING CLIMATE CHANGE

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TAKING ACTION AGAINST CLIMATE CHANGE _THE ROLE OF YOUNG PEOPLE IN TACKLING CLIMATE CHANGE

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TAKING ACTION: STEPS YOU CAN IMPLEMENT

Educate Yourself and Others: Knowledge is power. Stay informed about climate science and policies. Share information within your community to raise awareness.

Adopt Sustainable Lifestyles: Be the change that you want to see.

Reduce electricity use by turning off lights and unplugging devices when not in use. Advocate for renewable energy sources in your community.

Opt for public transport, cycling, or walking to reduce carbon emissions.

Consider reducing meat consumption, especially beef, as livestock farming contributes significantly to greenhouse gas emissions. Embrace plant-based meals and support local produce.

See more ideas for action in SubjectToClimate’s Earth Month Calendar.

Participate in Climate Movements: Join or support organizations like Fridays for Future, which mobilize students globally to demand climate action from leaders. Collective action creates a critical mass that amplifies voices, pressures policymakers, and accelerates systemic change.

Engage in Policy Advocacy: Use your voice to influence policy. Participate in local government meetings, support climate-friendly policies, and encourage leaders to uphold the Paris Agreement and SDGs. Use social media to spread awareness, sign petitions, and push corporations to commit to net-zero emissions.

Innovate and Lead: Develop or support technological solutions to reduce emissions. Young entrepreneurs are developing carbon capture technologies, sustainable packaging, and AI-driven climate solutions. Consider launching eco-startups, community-led projects, or scientific innovations to support a low-carbon economy.

Build Resilient Communities: Participate in reforestation projects, community gardens, and clean-ups. Support initiatives that prepare communities for climate disasters, such as early warning systems or flood-resistant infrastructure.

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WHERE ARE WE HEADED? EVERY FRACTION OF A DEGREE MATTERS

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WHERE ARE WE HEADED? EVERY FRACTION OF A DEGREE MATTERS

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Without urgent action, global temperatures could rise by more than 3°C this century, with some regions warming even more (UNEP). The most vulnerable communities are already bearing the brunt of these changes, facing rising sea levels, extreme weather, and food insecurity.

THE 1.5°C TIPPING POINT: A CLIMATE CROSSROADS

Right now, the world is on the edge of surpassing 1.5°C of warming (NASA) – a critical threshold that could make many small island nations uninhabitable or even cause them to disappear entirely due to rising seas. Staying below this limit is essential to preventing irreversible damage to ecosystems, economies, and communities.

The climate spiral is an animated graphic showing the steady rise in global temperatures. Popularized in 2016 by climate scientist Ed Hawkins, it illustrates the acceleration of global warming from 1880 to today.

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COMMON MYTHS AND MISCONCEPTIONS ABOUT CLIMATE CHANGE – DEBUNKED

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COMMON MYTHS AND MISCONCEPTIONS ABOUT CLIMATE CHANGE – DEBUNKED

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Despite overwhelming scientific consensus, misinformation about climate change persists.  Here are some common myths and the facts that debunk them. By understanding and challenging these myths, you can help spread accurate information and encourage informed climate action.

Myth: Climate change is just a natural cycle.
Fact: While the Earth’s climate has changed over millions of years due to natural factors, the current rate of warming is unprecedented. Scientific evidence shows that human activities, particularly burning fossil fuels and deforestation, are the primary drivers of the rapid temperature increase observed in the past century. (IPCC)

Myth: If it’s cold outside, climate change isn’t real.
Fact: Climate and weather are not the same. Weather refers to short-term atmospheric conditions, while climate is the long-term trend. A cold winter day doesn’t contradict global warming, as rising global temperatures lead to more extreme and unpredictable weather patterns, including severe snowstorms and cold spells. (WMO)

Myth: The planet has always warmed and cooled, so we don’t need to worry.
Fact: Past climate changes occurred over thousands or even millions of years, giving ecosystems time to adapt. Today’s warming is happening much faster, leading to extreme weather events, rising sea levels, and biodiversity loss at a rate that ecosystems and human societies struggle to handle. (UNEP)

Myth: Reducing carbon emissions will hurt the economy.
Fact: Investing in renewable energy and sustainable practices creates jobs and stimulates economic growth. The costs of inaction – such as disaster recovery, health impacts, and infrastructure damage – are far greater than the cost of transitioning to a low-carbon economy. Green industries are among the fastest-growing sectors worldwide. (ILO)

Myth: Individual actions don’t matter because big companies and governments are the real problem.
Fact: While systemic change is essential, individual actions collectively make a huge impact. Consumer choices influence industries, and young people have successfully pressured governments and corporations to adopt climate-friendly policies. Every step, from reducing waste to advocating for policies, contributes to the fight against climate change. (UNFCCC)

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Watch this 1min Video sharing solutions on Climate and Peace from a Sudanese Activist

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Watch this 1min Video sharing solutions on Climate and Peace from a Sudanese Activist

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Four Solutions on Climate and Peace from a Sudanese Activist | United Nations

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Watch this 2min Video on why fighting climate change matters

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Watch this 2min Video on why fighting climate change matters

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Why Taking Action to Fight Climate Change Matters - Sustainable Development Goal 13

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HOW DOES CLIMATE CHANGE AFFECT US?

Even if "climate change" feels abstract, its impacts are real and affect everyone. Every person, in every country, on every continent will experience climate change in some way. Here is how:

●       Health Impacts: Climate change poses serious health risks, especially for vulnerable populations. Rising temperatures worsen air pollution, increasing respiratory diseases like asthma. Heatwaves can cause dehydration and heatstroke. Warmer climates accelerate the spread of vector-borne diseases like malaria and dengue. Beyond physical health, climate-related disasters and displacement contribute to mental health issues, including anxiety, depression, and PTSD.

●       Extreme Weather Events: Climate change intensifies natural disasters, making hurricanes, floods, droughts, and wildfires more frequent and severe. These events destroy homes, infrastructure, and livelihoods, displacing families and entire communities. Extreme weather events cause long-term social and economic instability.

●       Food and Water Security: Climate change threatens food production and clean water access. Shifts in rainfall patterns and droughts reduce crop yields, leading to food shortages and rising prices, disproportionately affecting low-income communities. Warmer temperatures alter crop growth cycles, making farming harder. Water scarcity is becoming a critical issue, as droughts deplete freshwater sources, while floods increase water contamination and the spread of waterborne diseases. Limited access to safe drinking water affects hygiene and overall health, creating a cycle of vulnerability.

Economic Challenges: The economic impact of climate change is significant, particularly for communities relying on agriculture, fishing, and tourism. Extreme weather damages infrastructure, homes, and businesses, leading to financial instability and job losses. Disruptions in food and water supplies drive up costs, making basic necessities less affordable. Many industries, from transportation to energy, struggle to adapt. Governments spend heavily on disaster recovery and climate adaptation, diverting funds from education, healthcare, and social services. As economies struggle, inequality deepens, hitting the most vulnerable populations the hardest.

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Climate change refers to long-term alterations in temperature and typical weather patterns on Earth. While these changes can occur naturally, since the 1800s, human activities have been the primary drivers, especially through the burning of fossil fuels like coal, oil, and gas. This process releases greenhouse gases, such as carbon dioxide, into the atmosphere, trapping heat and leading to global warming.

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A printer-friendly version of all worksheets 

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A printer-friendly version of all worksheets 

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UN at Your Doorstep on Climate Action/SDG13

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What happens to a country without land? As rising sea levels threaten to submerge their home, Tuvalu has made a radical plan for the survival of their nation.

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POST-Dialogue Pedagogical Resource on CLIMATE CHANGE

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PRE-Dialogue Pedagogical Resource on CLIMATE CHANGE

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Agenda - UN at Your Doorstep on Climate Action 

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The climate spiral is an animated graphic popularized in 2016 by climate scientist Ed Hawkins illustrating the steady rise in global temperatures from 1880 to today.

The world is on the edge of surpassing 1.5°C of warming  – a critical threshold that could make many small island nations uninhabitable or even cause them to disappear entirely due to rising seas. Staying below this limit is essential to preventing irreversible damage to ecosystems, economies, and communities.

Those who contribute the least to carbon emissions are already bearing the heaviest burden of climate change, making a powerful case for greater climate justice.

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Civics: divided in groups students reflect and prototype on how schools could be redesigned to promote sustainability in terms of “Nature” “Economy” “Society” “Wellbeing” (SDG4) (Ages of Globalisation_UNESCO)

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Civics: divided in groups students reflect on how our country is doing on ensuring quality education around “Nature” “Economy” “Society” “Wellbeing” (SDG4) (Ages of Globalisation_UNESCO)

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L’istruzione scolastica nella Costituzione - l’articolo 33 della Costituzione italiana

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Young Voices Leading the Way: Social Media Takeover for International Education Day

This week, 14-year-old Rafael Bastos, a student from the Eco-School Escola da Criança in Brazil, is taking over our social media and the Foundation for Environmental Education’s Young Reporters for the Environment Alumni accounts! Rafael’s takeover comes as part of our hashtag#UNatYourDoorstep live event, creating an exciting additional platform for dialogue on hashtag#SDG4: Access to hashtag#QualityEducation.

Rafael isn’t just passionate about environmental sustainability, he’s a leader. At just 14, he’s already:
🌱 Coordinated his school’s Eco-Code, demonstrating his commitment to sustainability and education.
🌊 Played a key role in his city’s The Ocean Starts Here campaign, raising awareness about protecting marine life.
🎨 Designed and produced creative materials like buttons and illustrations for his school’s Eco-School program.
📚 Led Hackathon teams to victory three times, showcasing innovation and teamwork.

📅 Join the conversation on 22 January | 1–2 PM ET, organized in partnership with the Learning Planet Institute, where Rafael’s insights will complement a dynamic dialogue with global leaders Yasmine Sherif, Executive Director of Education Cannot Wait (ECW) and Aya Mouallem, Founder of All Girls Code. Together, we’ll explore how education drives social inclusion, peace, and sustainability - and how young voices like Rafael’s are shaping the conversation.

👉 Register here: https://bit.ly/3BNStR0

Follow Rafael’s takeover this week and be part of the movement for quality education and a sustainable future! ✏️📖🌍

hashtag#YouthTakeover hashtag#InternationalEducationDay hashtag#SDG4 hashtag#YouthLeadership hashtag#LearningPlanetFestival hashtag#Sustainability hashtag#OurVoiceOurPower for the hashtag#SDGs

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Ages of Globalization on LinkedIn: #unatyourdoorstep #sdg4 #qualityeducation #youthtakeover…

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Young Voices Leading the Way: Social Media Takeover for International Education Day This week, 14-year-old Rafael Bastos, a student from the Eco-School Escola…

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24.1.25 Use of AoG materials in class to celebrate the International Day of education _ Classes 1 H, 4 H, 5 H

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24.1.25 Use of AoG materials in class to celebrate the International Day of education _ Classes 1 H, 4 H, 5 H

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STEP 1 – BACKGROUND[1]

Review the background information and choose the most relevant information to share with your learners to support them in exploring the topic.

INTRODUCTION TO QUALITY EDUCATION

Quality education stems beyond the classroom. Its major focus is the overall development of the students, including the social, emotional, physical, mental, and cognitive aspects of growth. Quality education also includes the availability of resources and relevant infrastructures to facilitate learning the said skills. Hence, the focus of quality education is on the overall development of the student into capable adults who can make decisions and proffer solutions to the challenges in their environments.

Accessing and receiving quality education is a universal human right. The inalienable right of every child to quality education was first acknowledged in 1948 in the Universal Declaration of Human Rights (UDHR). Article 26 of the UDHR recognizes education as a right and states that:

●       “Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

●       Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

●       Parents have a prior right to choose the kind of education that shall be given to their children.”

[1] The contents in this Section have been adapted from the Global Schools Activity Guide on Quality Education.

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POST-Dialogue Pedagogical Resource on QUALITY EDUCATION

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PRE-Dialogue Pedagogical Resource on QUALITY EDUCATION

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Agenda - UN at Your Doorstep on Quality Education (6)

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#4 On the occasion of the International Education Day, 1 student and 1 teacher take part in The UN at your doorstep-Ages of Globalization_ Class 5H – Liceo Statale di Roma

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GLOBAL DIALOGUE ON QUALITY EDUCATION
22 January 2024, 1 – 2 pm ET: Register here!
Welcome (1:00 – 1:05 PM ET)
● François Taddei, Founder and President of the Learning Planet Institute, and Divya
Sharma, Learning Planet Youth Council, welcome participants to the Learning Planet
Festival and this UN at Your Doorstep session.
Introduction (1:05 – 1:07 PM ET)
● Amanda Abrom, Director of Global Schools, introduces the speakers and the session’s
thematic focus and flow.
Interactive Engagement (1:07 – 1:10 PM ET)
● Participants engage via Mentimeter to create a collaborative word cloud, sharing 3 key
words they associate with Quality Education.
The Global Challenge (1:10 – 1:15 PM ET)
● Yasmine Sherif, Executive Director of Education Cannot Wait (ECW), and Aya Mouallem,
Co-Founder of All Girls Code, introduce the global goal of ensuring quality education
for all (SDG 4) and explain their personal and professional efforts towards achieving this
goal.
Discussion Round 1 (1:15 – 1:30 PM ET)
● Ellen Dixon, Youth Representative from UNESCO’s SDG 4 Youth & Student Network,
leads the first discussion round with Yasmine Sherif and Aya Mouallem focusing
on:“How can education help (or hinder) humanity achieve social inclusion, peace, and
environmental sustainability?”, including questions submitted and upvoted by young
people.

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10-12-23 Aog UN at your doorsteps Anteprima .

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Let’s concentrate on The Paleolithic Age: 70,000 – 10,000 BCE and visite Kenya National Museum and and Olorgesailie Prehistoric Site in Kenya.

Art Historian, Rachel Wise, suggests going over the following as they pertain to the Paleolithic Age.

An animated story of the Lion Man, a prehistoric mammoth ivory statue found in fragments in a German cave

A Virtual Tour of the Lascaux Cave

On Nov. 8th, there was a virtual scavenger hunt at the Great Pyramids of Giza Here a video teaser

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We concentrated on The Paleolithic Age: 70,000 – 10,000 BCE and visited Kenya National Museum and and Olorgesailie Prehistoric Site in Kenya.

Art Historian, Rachel Wise, suggested going over the following as they pertain to the Paleolithic Age.

An animated story of the Lion Man, a prehistoric mammoth ivory statue found in fragments in a German cave:

https://www.youtube.com/watch?v=WDud_jbbEUc

A Virtual Tour of the Lascaux Cave:

https://archeologie.culture.gouv.fr/lascaux/en/lascaux-cave-virtual-visit#hall-bulls

This week also traveled to the pyramids with Khepri. Here is a video teaser:  https://www.youtube.com/watch?v=DDPWcnXx5U8

Ages of Globalization and Globe from Home invited young people to take part in the world’s first live-streamed virtual scavenger-hunt at the Great Pyramids of Giza.

In this immersive experience, participants travelled virtually to Egypt, where they met “Khepri”, a young Egyptian from 4000 BCE who has time-travelled to the present age to find a secret message in the Pyramids. Students helped Khepri decode the secret message through the many clues hidden in the Pyramids.

Our next event is here-

SDGs Today and the Center for Sustainable Development, would like to cordially invite you to join us for a special GIS Day event on “Navigating Through Time With GIS: Featuring Ages of Globalization.”

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Gini coefficient

Income inequlity

Potato eaters

Migrant mother

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Week 6 is about Our Great Challenges Today. There are 8 billion people on this very crowded planet. Poverty, inequality, and unrest iaredividing this world even more. The goal for this week is for learners to explore the major challenges facing the world today and examine frameworks and potential solutions to address them. Learners will also understand how historical events across different eras have influenced and contributed to the current global challenges and inequalities. As a part of the course, we will look at global challenges that require a solution-oriented approach. Some key terms we will become familiar with are Gini Coefficient, Poverty, Greenhouse Effect, Inequality, and more.

Here is an interesting way to look at Income Equality, referred by Dr. Rachel Wise, an Art Historian.

Poverty presented itself in various forms in various countries. Here are two iconic works of art on poverty:

Vincent van Gogh's Potato Eaters (1885): https://www.vangoghmuseum.nl/en/collection/s0005v1962

Dorothea Lange's Migrant Mother (1936):

https://www.youtube.com/watch?v=Ae1n1JQ0wKc

Thank you, Monica Yoon, a senior, Riverdale Country School, United States for suggesting these as we discuss poverty and other global challenges this week.

Next week we will all be meeting Kepri at the world’s first live-streamed virtual scavenger hunt at the Great Pyramids of Giza. Globe from Home will be taking us through his journey in time. In this immersive experience, participants will travel virtually to Egypt, where we will meet “Khepri”, a young Egyptian from 4000 BCE who has time-travelled to the present age to find a secret message in the Pyramids. We will help Khepri decode the secret message through the many clues hidden in the Pyramids. As we unlock clues, we will gain insights into life during a transformative period in human history - when societies shifted from hunting and gathering to agriculture.

Please don’t miss to join this very special meeting –

Registration link:  https://bit.ly/4gX1WoK

Nov 4, 2024 09:00 AM EST

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Thank you for joining our UN at your Doorstep event today. It was remarkable that more than 300 of us joined from our various classrooms across the globe to celebrate youth empowerment.

Next up is meeting with Kepri at the world’s first live-streamed virtual scavenger hunt at the Great Pyramids of Giza. Globe from Home will be taking us through his journey in time. In this immersive experience, participants will travel virtually to Egypt, where they will meet “Khepri”, a young Egyptian from 4000 BCE who has time-travelled to the present age to find a secret message in the Pyramids. Students will help Khepri decode the secret message through the many clues hidden in the Pyramids. As they unlock clues, students gain insights into life during a transformative period in human history - when societies shifted from hunting and gathering to agriculture.

Students can participate in the sessions collectively from a classroom (using an internet enabled computer, or a computer connected to a projector) or individually, if they wish to access the session from separate internet enabled devices.

Please don’t miss to join this very special meeting –

Registration link:  https://bit.ly/4gX1WoK

Nov 4, 2024 09:00 AM EST

Week 5 was about Institutions and how we live. Learners will understand the key role institutions play in the functioning of society. Learners will understand how politics, economy, religion, culture, ethics and international relations are all integral parts of institutions and how they have evolved over time. We learned about the different institutions that have shaped us. Can you think of one institution in your own community that is involved with religion, politics or culture? The ancient Greek philosopher Aristotle talks about political institutions at great length.  If you want to see Aristotle speak, see this video by the Athens Democracy Forum.

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With 2 million years of technological advancement, what have we learned? We are in the Digital Age now. What are some of the innovations that have shaped history and our current world? Transformation of agricultural and mineral primary commodities into useful tools, manufacturing, steam engine, digital technology using data and information systems including Artificial Intelligence, military technology, banking payment systems, so much has happened.

What technological innovation over the ages has impressed you the most?

Week 4’s objectives are to understand –

The critical role of technology in advancing society and its implications on the development of the ages of globalization.

Technology is not a standalone element - its uptake and spread are influenced by various features of the physical world, such as geography, climate, and topography.

Hope you were able to familiarize yourself with terms such as “Homo habilis,” “Innovation,” “Diffusion,” and others.

So many amazing maps to explore for this week, including “Industrialization of Economies Time Enabled”.  Visit SDGs Today’s AOG Hub to have fun with GIS enabled interactive maps. https://sdgstoday-sdsn.hub.arcgis.com/pages/2cadc8970a6e4721af19b234f540085f

We will be hosting GIS meet soon.

Also please note that the first UN at Your Doorstep live session features Felipe Paullier, United Nation Assistant Secretary General for Youth Affairs, and R icha Gupta, Young Leader for the SDGs and Co-founder and CEO of Labhya, allowing young people and their educators to engage in a dialogue on what concrete actions young people can take to contribute to driving global-scale change to end poverty, save the environment, and to living peacefully and cooperatively.

Date: October 23, 2024

Time: 8:00 - 9:00 AM ET + an optional 20-minute “Peer Exchange”

Register here: https://bit.ly/3TLf1ax

The UN at Your Doorstep live sessions complement the Ages of Globalization course, co-hosted by the UN Sustainable Development Solutions Network,  the Centre for Sustainable Development at Columbia University, Mission 4.7, SDGsToday and the Global Schools Program, and supported by UNESCO, the Sustainable Tourism Global Center, Hearst Foundations, the SDG Academy, Globe from Home, Compass Education and the Foundation for Environmental Education’s Young Reporters for the Environment.

Find out more via our webpage https://www.agesofglobalization.com/live-sessions

Follow us on LinkedIn, Facebook and Instagram

Contact us at unatyourdoorstep@unsdsn.org

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Hope Week 3 is going terrific.  Digamber Deshmukh from the AOG community mentioned “Thank you for providing such an amazing platform to explore the origins of human life and engage with the history of humanity and climate”.  We agree, history connects us all. In this class, we will know how.

This week’s class is on how our environment has shaped the world. We will know more about what Professor Sachs calls the “Lucky latitudes”, ancient river systems and trade routes on how they shaped our economy and us.

To map the ancient rivers, please visit our SDGs Today Hub on Ages of Globalization here https://sdgstoday-sdsn.hub.arcgis.com/pages/391f2972c7db4c1ab0bf02ec0b2ea877

Map out the rivers and see which rivers are in your region. Can you envision how big or small your local river was hundreds of years back? Imagine your ancestors traveling through these water bodies. What do the current rivers tell us now about their history and glorious past.

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Week 2 reminds us that we are ONE because we share a common genesis. The most important lesson of the human dispersal in the Paleolithic period is that the human species is a common– one– humanity. We come from a common home in the continent of Africa and are dispersed throughout the world.

We are also learning that there are three major drivers of human change: physical geography, technology, and institutions. The interconnectedness of these factors is crucial for understanding societal transformations.

Throughout the ages, the common theme has been humanity's interconnectedness, which involves trade, ideas, cultural practices, and, unfortunately, conflicts. The lessons in this Class aim to understand historical patterns to contribute to building a sustainable future.

We also share common world resources. Be sure to look at the maps accompanying these chapters on our SDGs Today ArcGIS Hub for Class 2.

Here is our pick for this week: World’s Major Rivers. See the major rivers in your country and their boundaries. What cities do they serve, and what is our responsibility to the river’s health?

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AoG Step 1 see what this app is like Atlas

Step 2 look to the to the map you will find at this link and click on explore Armed Conflict Location & Event Data

Step 3 follow these instructions to get your map

• At the bottom of the left-hand panel, click I want to use this . • Select Create a map with this data.

• Click ArcGIS Map Viewer to open the data in your own map

Follow the steps below to add Sketch Layers:

• On the left side panel of your web map, click the Add button at the top.

• Select Create sketch layer.

• A panel to edit the sketch layer will appear on the right.

• Choose from points, lines, polygons, or text to create your sketch.

• Click Pop-up in the sketch layer panel to enable pop-ups and add text or an image.

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On September 20, 2024, the beta version of Ages of Globalization was unveiled at SDSN's High-Level Pre-Summit of the Future. Under the theme "Solutions for the Future," the event brought together over 200 sustainability leaders, activists, and researchers in person, with hundreds more joining online. The course was celebrated as a major breakthrough for Education for Sustainable Development, advancing SDG 4 by promoting quality education and lifelong learning opportunities for all.

From Afghanistan to Zimbabwe, learners - students ages 14+, educators, and lifelong learners alike - from every corner of the world have joined the Ages of Globalization (AOG) adventure.

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On September 20, 2024, the beta version of Ages of Globalization was unveiled at SDSN's High-Level Pre-Summit of the Future. Under the theme "Solutions for the Future," the event brought together over 200 sustainability leaders, activists, and researchers in person, with hundreds more joining online.

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PRE-Dialogue Pedagogical Resource on HUMAN RIGHTS

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with 3 students: Alessia, Beatrice, Carlotta

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with 3 students: Alessia, Beatrice, Carlotta

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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There are 8 billion of us, all interconnected. Unbelievable, isn't it? This week focuses on the Introduction to the Ages of Globalization Class 1. Professor Sachs discusses the factors connecting us: trade, finance, data, tourism, technology, and climate.

What are some significant challenges we face today, particularly as young people? War, Climate, Inequality. In New York, the UN hosts the Summit of the Future, a pivotal event discussing the future of the Sustainable Development Goals. Here, member countries have agreed on a PACT: https://www.un.org/sites/un2.un.org/files/sotf-the-pact-for-the-future.pdf. This lesson will delve into the Sustainable Development Goals and understand how the environment has shaped our homes and economy.

Don’t miss our interactive maps for Class 1. Check out here- https://sdgstoday-sdsn.hub.arcgis.com/pages/1e76bef632de4d90bb78258c4d92470b

You will learn how to make a sketch layer and explore maps related to tourism, global grain flow, and other things.