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The UN is currently focused on monitoring and improving learning outcomes and people who are generally excluded from education. Indeed, in its Agenda 2030, higher education forms an important part of the UN’s Sustainable Development Goals (SDGs) related to poverty, hunger, health, education and gender equality. This volume brings together contributions that provide research and teaching experiences, as well as reflections on actions taken in higher education institutes, associated with these SDGs.
Through out the current period of educational change, Geography education has also changed. The innovations may be the starting point to affect conceptual change and paradigm shifts. Geography education assimilates and integrates knowledge, skills and scientific methodologies. The ten articles in this book illuminate a wide range of topics of interest to Geography education. In their article, Skarstein and Wolff discuss how the interplay between the environment, society and economy pillars of sustainability thinking play out on scales of time, space and multitude and how geography teachers can support the students’ understanding of sustainability. Yli-Panula et al. analysed used teaching and learning methods to find out good ones for promoting sustainability in geography. The same idea can be found in Duffin's and Perry’s article on Place-Based Ecology Education. In their article, Dür and Keller discuss the topics of quality of life, sustainability and global justice based on the goals of Education for Sustainable Development. Evaluation is an important part of learning. It is reviewed by Schauss and Sprenger regarding climate change education. The following two articles deal with students' views of landscapes worth conserving. In both studies, students expressed concern about the state of the environment. Yli-Panula et al. found that the Mexican students seldom considered their own activities in relation to the environment while Yli-Panula et al. stated that only some of the Finnish and Swedish students act as observers while others actively care for their environment. The remaining three articles deal with teaching methods and models. Benninghaus et al. present a benchmark method, which allows statements about the quality of the maps/diagrams in general. Álvarez-Otero and De Lázaro y Torres, on the other hand, describe their Technological Pedagogical Content Knowledge model. Kopnina and Saari discusses student assignments reflecting on the documentary film through critical pedagogy and ecopedagogy.
This handbook provides a comprehensive overview of the field of gender and water governance, exploring how the use, management and knowledge of water resources, services and the water environment are deeply gendered. In water there is a recognized gender gap between water responsibilities and water rights and bridging this gap is likely to help achieve not just goals of equity but also those of sustainability. Building on a rich legacy of feminist water scholarship, the Routledge Handbook of Gender and Water Governance is a collection of reflections and studies that can be used as a prismatic lens into a thriving and ever proliferating array of feminist water studies. It provides a clear testimony of how hydrofeminism has evolved from rather instrumental gender and water studies to scholarship that uses feminist tools to pry open, critically reflect on and formulate alternatives to water development-as-usual. The book also shows how the community of feminists interested in studying water has diversified and expanded, from often white female scholars studying projects and gender relations in the so-called Global South, to a varied mix of scholars and activists theorizing from diverse geographical and political locations – prominently including the body. It is organized into five interconnected parts: Part I: Positionality and embodied waters Part II: Revisiting water debates: diplomacy, security, justice and heritage Part III: Sanitation stories Part IV: Precarious livelihoods Part V: New feminist futures Each of these parts brings out the gendered nature of water, shedding light on the often neglected care and unpaid labour of women and its relationship with extractivism and socioeconomic inequalities. The overall aim of the handbook is to apply social science insights to water governance challenges, creating synergies and linkages between different disciplines and scientific domains. The Routledge Handbook of Gender and Water Governance is essential reading for students, scholars and professionals interested in water governance, water security, health and sanitation, gender studies and sustainable development more broadly.
The book is based on the exchange of professional experiences which featured in an IUCN CEC workshop in August 2002. Practitioners from around the world shared their models of good practice and explored the challenges involved in engaging people in sustainability. The difficulties facing practitioners vary between country and context but some challenges are universal: A lack of clarity in communicating what is meant by sustainable development; An ambition to educate everyone to bring about a global citizenship; Social, organisational or institutional factors constrain change to sustainable development, yet there is an emphasis on formal education, and community educators do not receive the same support; A lack of balance in addressing the integration of environmental, social and economic dimensions leading to an interpretation that ESD is mainly about environment and conservation issues; New learning (rather than teaching) approaches are called for to promote more debate in society. Yet, few are trained or experienced in these new approaches. Practitioners need support to explore new ways of promoting learning. [Foreword, ed].
The North American Mosaic has four overarching features. First, it is, to the extent feasible, based on comparable information on the status and trends of major indicators of the state of the environment in Canada,Mexico, and the United States. Second, the report confirms that these three countries together make up an incredibly complex, dynamic, and interconnected ecosystem in which humans play a dominant and decisive role. Third, the report raises important and sometimes disquieting questions concerning the sustainability of some current trends. Finally, the report is a reminder that our economic, social, and physical well-being are utterly dependent on the life-sustaining services provided by nature. This report emphasizes the importance of developing mutually compatible economic, social, and environmental goals and policies across the three-country region.
Argues that healthy, educated people are the world's most important resource and that the world's poor have not been adequately helped by foreign aid because of the misunderstandings of donor governments
Los Objetivos de Desarrollo Sostenible (ODS) son un llamamiento a todos los países del mundo para luchar por la prosperidad de las naciones y la protección de la Tierra mediante metas concretas como parte de la Agenda 2030. Este reto invita a Estados, instituciones públicas y privadas y a las personas a unirse y trabajar de forma conjunta para afrontar los problemas globales. Durante el curso 20182019 la Cátedra Iberdrola de Ética Económica y Empresarial y, en concreto, su Seminario Interno han analizado los progresos, dificultades y propuestas de la Agenda 2030. Desde su puesta en marcha oficial el 1 de enero de 2016, los ODS han alcanzado una madurez suficiente para ser analizados por la mirada experta de los académicos y profesionales que participan en las sesiones del Seminario. El lector encontrará en este ejemplar textos que plantean un diagnóstico de la situación actual y propuestas de trabajo para el futuro. Al igual que en ediciones anteriores, también hay un apartado específico para exponer las últimas investigaciones desarrolladas por doctorandos en materia de ética empresarial y sostenibilidad. Como editores, estamos seguros de que este ejemplar ayudará al lector a conocer y repensar los ODS, así como las implicaciones éticas que tiene el papel de la empresa en su consecución. Las miradas críticas al camino recorrido, los problemas de comunicación, los agentes olvidados o la aportación desde diferentes sectores sirven para encontrar nuevos enfoques que quien a instituciones públicas y privadas a sumar esfuerzos y trabajar de forma comprometida por alcanzar los ODS en el año 2030.
At the turn of the century some cities and regions in Europe, Japan and the USA, displayed an exceptional capacity to incubate and develop new knowledge and innovations. The favourable environment for research, technology and innovation created in these areas was not immediately obvious, yet it was of great significance for a development based on knowledge, learning, and innovation. Intelligent Cities focuses on these environments of innovation, and the major models (technopoles, innovating regions, intelligent cities) for creating an environment-supporting technology, innovation, learning, and knowledge-based development. The introduction and the first chapter deal with innovation as an environmental condition, and with the geography and typology of islands of innovation. The next three parts focus on the theoretical paradigms and the planning models of the 'industrial district', the innovating region', and the 'intelligent city', which offer three alternative ways to create an environment of innovation.
The International Assessment of Agricultural Knowledge, Science, and Technology for Development (IAASTD) looks realistically at how we could effectively use agriculture/AKST to help us meet development and sustainability goals. An unprecedented three-year collaborative effort, the IAASTD involved more than 400 authors in 110 countries and cost more than $11 million. It reports on the advances and setbacks of the past fifty years and offers options for the next fifty years. The results of the project are contained in seven reports: a Global Report, five regional Sub-Global Assessments, and a Synthesis Report. The Global Report gives the key findings of the Assessment, and the five Sub-Global Assessments address regional challenges. The volumes present options for action. All of the reports have been extensively peer-reviewed by governments and experts and all have been approved by a panel of participating governments. The Sub-Global Assessments all utilize a similar and consistent framework: examining and reporting on the impacts of AKST on hunger, poverty, nutrition, human health, and environmental/social sustainability. The five Sub-Global Assessments cover the following regions: Central and West Asia and North Africa (CWANA) East and South Asia and the Pacific (ESAP) Latin America and the Caribbean (LAC) North America and Europe (NAE) Sub-Saharan Africa (SSA)