# data[].attributes.attachment_link.title
A1Office - View, Edit & Manage documents

# data[].attributes.attachment_link.description
View & Edit PDF, DOCX, XLS files on the go - Download A1Office

# data[].attributes.attachment_caption
- Creation of an Environmental Club with work groups in various curricular areas:

# data[].attributes.body
I- Projects in the digital and English language areas, with a view to their integration into the information society of this 21st century.
II- Promotion of education for Peace:
- mindfulness-yoga
- non-violence in dating, bullying, promotion of empathy.
Art:
- Photographic exhibitions: fauna, flora, pollution, drought, waste treatment, climate change, painting and drawing.
- Recycle materials, trash, etc.
Languages:
- Writing workshop with text production, theatrical performances, podcasts
Sciences:
- Valuing statistics and observational studies on the nature of nature can produce new analyzes of the social and environmental problems of each reality.
school library: - promotion of reading, communications and school lectures on the objectives of the 2030 Agenda.
- Promote young talents with recognized action in this area, like Greta Thunberg.

- Examples of mini projects, with work groups with the following objectives:
- recycling of clothes and their distribution,
2nd hand objects
- reuse of materials, cd's/dvds, plastics etc, make artistic interventions with these objects.
- Promoting assertive behaviors like be supportive, be empathetic with social problems, emigration and social integration for exemple.
- Knowing how to save energy, giving priority to clean energy, wind, solar or water.

# data[].attributes.body
• By 2030, ensure that all girls and boys complete primary and secondary education that must be free, equitable and of good quality, and lead to relevant and effective learning outcomes.

• By 2030, ensure that all girls and boys have access to quality early childhood development, pre-school care and education so they are prepared for primary school.

• By 2030, ensure equal access for all men and women to quality technical, professional and higher education at affordable prices, including university.

• By 2030, substantially increase the number of young people and adults who have relevant qualifications, including technical and professional skills, for employment, decent work and entrepreneurship.

• By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the most vulnerable, including people with disabilities, indigenous peoples and vulnerable children.

• By 2030, ensure that all young people and a substantial proportion of adults, men and women, are literate and have acquired a basic knowledge of mathematics.

By 2030, ensure that all learners acquire the knowledge and skills necessary to promote sustainable development, including, but not limited to, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promoting a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and the contribution of culture to sustainable development.
• Build and improve physical education facilities that are child-friendly and sensitive to disability and gender equality, and that provide safe, non-violent, inclusive and effective learning environments for all.

• By 2020, substantially expand, globally, the number of scholarships for developing countries, in particular least developed countries, small island developing States and African countries, for higher education, including vocational training programs , information and communication technology, technical, engineering and scientific programs in developed and other developing countries.

# data[].attributes.body
The United Nations Conference on Sustainable Development, Rio+20, held in Rio de Janeiro in 2012, focused on initiatives and measures that are necessary to achieve sustainable development.

The different Member States started a process of preparing strategies for financing sustainable development at local, national and international levels.

Among the main results of this conference are a program of green economy policies based on international cooperation for an integrated and broad development, achieved in a sustainable way. This objective is also related to efforts to eradicate poverty, manage natural resources, reduce environmental impacts and increase environmental efficiency, which implies reducing waste.

In the same line of action, a program was also adopted aimed at achieving sustainable production and consumption, contributing to the Millennium Development Goals (MDGs) and, subsequently, to the outlining of the new 2030 Agenda for Sustainable Development, approved by the United Nations Assembly in 2015.

# data[].attributes.headline
Education policies in Europe and Portugal - II

# data[].attributes.subject
Education policies in Europe and Portugal - II

# data[].attributes.body
Contributions to its dynamization in Portugal,

Contributions to its dynamization in Portugal, in which priority intervention areas with a great multiplier effect were identified, transversal actions to mobilize various sectors of society and concrete projects capable of dynamizing processes of change.

Bearing in mind the objectives of the DNUEDS, the CNU sought to stimulate initiatives and involve the largest number of entities in the promotion of the said objectives, identifying schools and local authorities as priority areas of intervention and developing transversal actions that could involve the media, the private sector and NGOs. Strategic and operational objectives were also presented, as well as quantifiable targets, in order to facilitate the implementation of the projects to be promoted, within the scope of the DNUEDS, facilitating the monitoring of the results achieved.

Many of the activities, partnerships, such as the International Years concerning Planet Earth , Astronomy , Biodiversity and, more recently, Forests and Chemistry , the International Year of Cooperation in the Domain of Water (2013), or the International Year of Mathematics on Planet Earth, in which the whole of Society was involved, working in various networks, such as conferences, seminars, training courses, exhibitions, edition of books and scientific articles, edition of stamps, school competitions, theater and ballet plays, participation in television and radio programs, interviews for newspapers and magazines, exhibitions, creation of several platforms, among others that caused a significant impact on the Portuguese society. This can be measured by the number of people involved, from various quarters, as well as adherent entities in crucial areas of intervention, which allowed the mobilization of various sectors of society, in continuous and networked work, as well as the realization of concrete projects that they were able to streamline processes of change, which are expected to be significant in the context of an ESD.

Since the proclamation of the DNUEDS, its objectives have been to reorient education policies, practices and investments channeled towards sustainability, with UNESCO being responsible for ensuring the creation of appropriate mechanisms to optimize the implementation of the Decade. To that end, the Organization launched three monitoring phases and an evaluation process during the Decade, using relevant methodologies and establishing indicators.

# data[].attributes.headline
Education policies in Europe and Portugal -I

# data[].attributes.subject
Education policies in Europe and Portugal -I

# data[].attributes.body
https://unescoportugal.mne.gov.pt/pt/temas/um-planeta-um-oceano/educacao-para-o-desenvolvimento-sustentavel

Declaration on Education for Sustainable Development (EDS), in which they laid the foundations for drawing up a proposal for a Strategy in this field. This document recognized the interest and opportunity of this task and highlighted the importance of Education for Sustainable Development as an investment for the future, for which purpose a working group was created to present the referred Strategy proposal. In 2005, the EEC/UN Education Strategy for Sustainable Development was presented. In this strategy, it was recommended that each of the subscribing countries translate the same into its official language and disseminate it to the competent authorities, in order to implement its provisions, according to the needs, in conjunction with the political, legislative frameworks and current operations. In this document, particular emphasis was placed on the importance of education, highlighting the vital role of ESD:

Education, in addition to being a fundamental human right, is also a prerequisite for achieving sustainable development and an essential tool for good governance, informed decision-making and the promotion of democracy. Consequently, ESD can help make our vision a reality. It develops and strengthens the capacity of individuals, groups, communities, organizations and countries to form value judgments and make choices towards sustainable development. It can also favor a change in mentalities, making the world safer, healthier and more prosperous, thus improving the quality of life. ESD can favor critical reflection, greater awareness and increased autonomy, allowing the exploration of new horizons and concepts and the development of new methods and instruments.
With regard to UNESCO, it was responsible for outlining the respective program of action to be implemented by each Member State, with the Organization presenting the Draft International Application Plan for the DESD in 2005. This plan provided guidance broad focus on priorities and strategies for action in this decade (UNDESD, International Implementation Scheme, UNESCO (available here) Its main focus was to encourage the establishment of partnerships and actions at all levels of society, creating synergies between all the actors involved . On the other hand, the development of strategies and guidelines at regional, sub-regional, national and local level was recommended. Since then, UNESCO has defined four major objectives for the DESD:

a) Promote and improve the quality of Education;

b) Reorient and revise teaching programs;

c) Reinforce technical and professional training;

d) Inform and sensitize the general public, as well as the media, to the concept of Sustainable Development.
Contributions to its dynamization in Portugal, in which priority intervention areas with a great multiplier effect were identified, transversal actions to mobilize various sectors of society and concrete projects capable of dynamizing processes of change.

# data[].attributes.body
According to recent data from Pordata regarding education in the European Union and Portugal:

– A study that compared the percentages, by country in the USA, with the highest and lowest percentages of people between 25 and 64 years old who received formal or non-formal education (or training), Portugal represented 10%, above the US average, of 9.2%
There is no doubt that the pandemic has changed our habits and needs and it is necessary to reflect on which path the education sector should follow to respond to the gaps in the labor market, combat unemployment and the surplus of professionals from sectors that have seen their activity disappear in the pandemic.

As emphasized by Frederico Fezas Vital, social problems are almost always caused by failures in education, and the Director General of Education expressed a similar opinion when he stated that “if we want developed and sustainable societies, in the present and in the future, we must prepare that future, and education is a weapon for that development”.

In a conversation that touched on various subjects related to the Portuguese education system, we realized that “change in Portuguese schools has been happening for some years now, there has been a substantial change with the measures of autonomy and curriculum flexibility (...) leaders within each of the schools (…) the big change was in digital, both for teachers to teach and for students to learn (…)”, as mentioned by José Vítor Pedroso when asked about the changes caused by the pandemic.

The education sector still has a long way to go but Portugal is on a good path since, as shared in the conversation, we have less and less school dropouts and failure rates have also improved. This evolutionary path has to be done hand in hand with society, as the Director-General for Education mentioned in “the importance of communities has been worked on in each of the schools (…) we have 809 groups of schools in mainland Portugal, more than 5,000 schools across the country and their contexts vary greatly (…) we need collaboration and involvement, education implies the involvement of those linked to education and beyond”

# data[].attributes.body
The project theme of "Together For Sustainable Development Goals" wants to bring about new skills and knowledge to support activism and practical steps towards implementation of Sustainable Development Goals ( SDGs) and also to be beneficial to the young people ( students, youth) for their future academic careers and jobs in the areas of 17 SDGs. The target group of the project will broaden their knowledge about common values and needs, their civic engagement and participation in global issues will develop while learning about the necessity of achieving the SDGs by the end of the designed period and they will become active citizens both in their local area and in the global field. The target group will become the ambassadors of sustainable development and embed this to their current and future lives. The main results expected from the project include:

• The development and delivery of a research report on SDGs and the extent to which they are implemented in each of the partnering country. - The development of a report by each school partner related to the extent to which SDGs are integrated to their curriculum and how the integration can be improved.

• Training delivered to educators from participating organizations to introduce them to concepts of Global Education and SDGs in order to gain the skills and confidence to implement SDG-related activities and programs locally.

• The development of a website resource for educators on exploring how the approaches of global education

• Young people will have completed participation in the SDGs program

- Assessments methods about the acquisition of the SDGs by the students and the institutions

- Sustainable development goal mini projects prepared by student teams of the project by using all the competencies and domains listed in the relevant section.

- Supplementary educators and young people developed outputs from the project such as reflections, training assignments, blogs, community needs assessments etc that don't form part of the main Outputs. - Informal educator to educator peer sharing around project activities

# data[].attributes.body
The following policies will be INNOVATION Turkey:• Scaling up digital literacy,• Implementing Turkey Transportation Master Plan works,• Addressing national and urban level spatial plans and transportation plans in a holistic manner to ensuresustainability of the transportation system,• •  Disseminating broadband Internet access infrastructures across the country,• • Developing mechanisms for increasing cooperation between universities and the industry and ensuringinformation .

# data[].attributes.headline
TARGETS8.5 FULL AND PRODUCTIVE EMPLOYMENT AND DECENT WORK8.6 REDUCE THE PROPORTION OF YOUTH NOT IN EMPLOYMENT, EDUCATION OR TRAINING8.7 ERADICATE FORCED LABOR, END MODERN SLAVERY AND HUMAN TRAFFICKING AND SECURE THE PROHIBITION AND ELIMINATION OF THE WORST FORMS OF CHILD LABOUR8.8 LABOUR RIGHTS AND SAFE AND SECURE WORKING ENVIRONMENTS 

# data[].attributes.subject
TARGETS8.5 FULL AND PRODUCTIVE EMPLOYMENT AND DECENT WORK8.6 REDUCE THE PROPORTION OF YOUTH NOT IN EMPLOYMENT, EDUCATION OR TRAINING8.7 ERADICATE FORCED LABOR, END MODERN SLAVERY AND HUMAN TRAFFICKING AND SECURE THE PROHIBITION AND ELIMINATION OF THE WORST FORMS OF CHILD LABOUR8.8 LABOUR RIGHTS AND SAFE AND SECURE WORKING ENVIRONMENTS 

# data[].attributes.body
As a result, the country has committed to redoubling its efforts in this area, with several priorities : education and cultural combat in favor of equality, support for victims of violence and strengthening the repressive laws. 
In addition, professional equality and its multiple vectors are a strong axis of the plan which will be deployed over five years.
To achieve this, France has a dedicated ministry and interministerial action programs.

# data[].attributes.body
4.3 Equal access to technical/vocational and higher education

By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary  education, including university

# data[].attributes.attachment_link.readable_text
There are a total of 33 accredited (approved) higher education institutions in Norway (October 2019). There are 10 universities, 9 specialised university institutions (1 of which are art academy) and 14 university colleges. In addition, there are 18 non-accredited university colleges offering approved first degree programmes. Overall responsibility for accreditation rests with the Ministry of Education and Research, and it is regulated in the Act relating to Universities and University Colleges and in NOKUT's regulations, among others.

The universities and most university colleges are run by the Norwegian state, and studying at these institutions is free of charge. Students at private institutions pay tuition fees, but many of the institutions also receive financial support from the state. The Ministry of Education and Research has overall responsibility for higher education in Norway. See a list of accredited higher education institutions.

The Norwegian Universities and Colleges Admission Service (NUCAS) administers admission to first degree level programmes (bachelor's, university college graduate or one-year programmes) at universities and university colleges. The Higher Education Entrance Qualification or a corresponding qualification is a requirement for admission to higher education, but the programmes can have different additional admission criteria. Some programmes require certain grades or certain combinations of subjects from upper secondary education. If a programme has more applicants than places, applicants will compete for admission based on points calculated on the applicants' grades from upper secondary school and bonus points earned in other contexts.

Some programmes admit applicants without the Higher Education Entrance Qualification. This is called the vocational pathway ('y-veien'). Admission to these programmes is based on a relevant craft or journeyman's certificate or upper secondary vocational qualifications. It is up to the institutions to choose whether to admit students via the vocational pathway, and they must apply to the Ministry of Education and Research for exemption from the ordinary admission procedure (Higher Education Entrance Qualification).

Some private educational institutions have their own admission procedures, and applications to such institutions must be sent directly to the institution.

Credits, grades and degrees

Completed courses are measured in credits that comply with the European standard. A full-time study programme corresponds to 60 credits per academic year. Examination grades are awarded on a scale from A (best) to F (fail), where E is the lowest pass grade. Some examinations are only assessed as Pass/Fail.

Since 2003, higher education has been structured as three-year bachelor's programmes, two-year master's programmes and three-year PhD programmes, with some exceptions.

Bachelor's programmes

A bachelor's degree programme is a three-year course of study (180 ECTS credits). After completing your bachelor's degree, you can continue to a master's degree and a doctorate in accordance with certain rules.

Some bachelor's programmes have a fixed structure, while others allow you to choose between different courses after completing the first part of the programme. In study programmes where you have more freedom of choice, the combination of courses must comply with the guidelines of the educational institution in order to confer a bachelor's degree.

University college graduate programmes
There are some two-year bachelor-level programmes at university colleges that confer the title university college graduate.

One-year programmes/supplementary programmes/short programmes
There are also many one-year programmes, supplementary programmes and short programmes. Many of them can form part of bachelor's degrees, and some can also form the basis for programmes of professional study in the subject, for example in psychology.

Master's degree programmes

A master's degree programme is usually a two-year course of studies (120 ECTS credits). The programme builds on academic specialisation in the bachelor's degree and includes independent work.

Some master's degree programmes are based on relevant work experience in addition to academic specialisation in the bachelor's degree. Such programmes are called experience-based programmes, and their scope can be either two years (120 ECTS credits) or one and a half years (90 ECTS credits).

Doctoral degree (PhD)

This degree is based on a master's degree or equivalent qualification and is the highest academic degree in Norway. The study programme must be based on independent research conducted in cooperation with academic supervisors and other researchers, and it can be carried out within the framework of a researcher training programme.

Programmes of professional study

Programmes of professional study are characterised by fixed course plans over several years in a subject area.

Three-year programmes of professional study lead up to a bachelor's degree. Examples include nursing training and social work programmes.

Many university colleges offer four-year teacher training programmes. Candidates can be awarded the bachelor's degree after three years if the programme meets the requirements for a bachelor's degree set out in the regulations for the university college. Teaching qualifications for primary and lower secondary school can only be achieved after four years.

Five-year programmes of professional study (integrated master's degrees) are most common at universities and in the following subject areas: pharmacy, fisheries science, informatics, engineering, law, odontology, teacher training and economics.

Six-year programmes of professional study lead up to special degrees. Programmes in medicine, veterinary medicine, psychology and theology result in the degrees of cand.med., cand.med.vet., cand.psychol. and cand.theol.

# data[].attributes.attachment_link.title
General information about education in Norway

# data[].attributes.attachment_link.description
There are a total of 33 accredited (approved) higher education institutions in Norway (October 2019). There are 10 universities, 9 specialised university institutions (1 of which are art academy) and 14 university colleges. In addition, there are 18 non-accredited university colleges offering approved first degree programmes.

# data[].attributes.attachment_link.description
Post-it Notes AEFC AEFC AGRUPAMENTO DE ESCOLAS DE fORTE DA cASA municipality of Vila Franca de Xira lisbon District https://youtu.be/JXrBa4Jf-Uw PRESENTATION GOAL 13 Portuguese Goals: Targets for 2030: - reduce global greenhouse gas (GHG) emissions by 45% to 55% and by 40% in the

# data[].attributes.headline
Manavgat Anadolu Proje İmam Hatip Lisesi - goals

# data[].attributes.subject
Manavgat Anadolu Proje İmam Hatip Lisesi - goals