Nicaragua Archives - Earth Charter

Course on public policies of education for sustainable development, UNESCO GAP on ESD

The final phase of the Course on Formulation and Design of Public Policies for Education for Sustainable Development (ESD) was held from 12 to 14 September 2017. This was a special course that we planned and implemented at the request of the UNESCO San Jose Office with the support from the Japan Fund for ESD. The course’s objective was to: “Strengthen the capacities of senior level decision-makers and key personnel in the Ministries of Education and Environment of Central America and Dominican Republic for the development of Education for Sustainable Development Public Policies.” This effort is related to the first priority area of the UNESCO Global Action Programme on ESD and to the Sustainable Development Goal 4 Target 7.

Foto 16 Grupo

This course lasted three months (June to September), and had two modalities: face-to-face and virtual. The first part of the course consisted of face-to-face sessions for three intensive days, held at the Earth Charter Center of ESD facilities in the University for Peace, Costa Rica. It continued with a virtual phase that lasted seven weeks, where participants had the opportunity to deepen the topics introduced in the initial face-to-face phase. The course ended with a face-to-face meeting, also held at the EC-ESD Center in Costa Rica, where participants presented their final projects and proposed some actions to follow up this course.

In their assessment of the course, the participants mentioned having had a transformative experience, where some experienced a change in their worldviews and perception of the type of education that each country in the Central American Integration System (SICA) should promote. For their final projects, participants had to generate a proposal for an ESD public policy and an action plan for the design of this policy in their countries. These proposals were an exercise that it is expected to generate actions to instill the vision of ESD in their countries’ education systems.

 

Participante Curso Politicas Publicas Educacion Desarrollo Sostenible

For the Earth Charter Center on ESD, it was a great satisfaction to have developed this process in a way that helped participants to have a better understanding about sustainability, ESD and ways to generate a public policy on ESD. Some participants expressed that this experience help to generate what some called “a change of paradigm” or “falling in love” with sustainability. The majority of the participants are Ministry of Education officials who have the potential to promote changes in national education policy, curricula, as well as to promote sustainable schools and teacher training programs on ESD. We hope to continue supporting the empowerment process of these participants, so they become agents of change in their institutions and contribute to the 2030 UN Education Agenda.

Curso UNESCO Carta de la Tierra Politicas Educacion Desarrollo Sostenible

Logo UNESCO Japan

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Youth-led Earth Charter activity day in Nicaragua

9. Eradicate poverty as an ethical, social, and environmental imperative.
a. Guarantee the right to potable water, clean air, food security, uncontaminated soil, shelter, and safe sanitation, allocating the national and international resources required.
b. Empower every human being with the education and resources to secure a sustainable livelihood, and provide social security and safety nets for those who are unable to support themselves.
c. Recognize the ignored, protect the vulnerable, serve those who suffer, and enable them to develop their capacities and to pursue their aspirations.

A group of Reto Juvenil Internacional’s volunteers organized an Earth Charter activity in Nicaragua, community called Rocha. Rocha is a community located 45 minutes away from Tierra Blanca; 5 min driving up to the end of the road and around 30 – 40 minutes hiking. It is formed by 31 families dedicated principally to the agriculture.

First the Reto Juvenil volunteers studied the Earth Charter and then brainstormed what are the challenges in this community and how could they be addressed.

The volunteers came to a conclusion that this community has challenges with nutritious food. The families do not integrate fruits or vegetables into the meals and the land is not being used as efficiently as it could be.

Thus the volunteers considered it to be useful to explain the importance of the variety of food in the meals. They also considered that it would be important to cultivate vegetables and fruits in the community, considering the community’s challenging location and thus a lack of possibilities to find these important products.

On March 24th, 2010 Reto Juvenil volunteers invited the community’s children to the school to participate in different types of activities. The volunteers presented illustrations on plants’ growing process and explained the importance to take care of the newly started garden. After this the volunteers and children cleaned up the area around the school.

The volunteers report that the children seemed to understand the importance of taking care of the vegetable and fruit garden that the volunteer group had initiated to the community’s school. These students will be responsible for taking care of it. In addition they believe that the kids also understood the value of keeping their environment as clean as possible.


The Reto Juvenil volunteers and children cleaned up the area around the school.
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La Salle, Central America and Panama, embraces the Earth Charter

On December 7th, 2009 a small meeting took place at La Salle University in San Jose, Costa Rica, with the purpose of signing a collaboration agreement between La Salle Distrito de Centroamérica and Earth Charter International. With this agreement, La Salle commits to disseminate and use the Earth Charter in different ways within its educational institutions (primary and secondary schools, universities and higher education centers) in the Central American region. The collaboration agreement was signed by Otto Armas Bonilla, Provincial Inspector; Mirian Vilela, Executive Director of the Initiative and Brother Oscar Azmitia Barranco, Rector of La Salle University, as honor witness.

La Salle Central America and Panama involves 30 educational institutions (schools and universities). We hope this agreement will evolve into a fruitful cooperative educational relationship. 

The La Salle Institution was founded about 300 years ago by St. John Baptist de La Salle and is now established throughout the world. The Brothers give themselves to the education of children, young people and also mature students. Worldwide they are present in 82 countries, (involving 80.000 educators and more than 5.000 Brothers) and have more than 1000 teaching establishments where 1.000.000 students are educated. For more information about this institution see http://www.lasalle.org

See the video of the signature here.

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We stand at a critical moment in Earth's history, a time when humanity must choose its future.
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