Carta d’intenti

disponibili le linee guida per i progetti e i bandi per i concorsi che serviranno a promuovere, tra i giovani, l’educazione ambientale e lo sviluppo sostenibile. Come previsto dalla Carta d’Intenti tra il Ministero dell’Ambiente e il Ministero dell’Istruzione, dell’Università e della Ricerca, sono state inviate a tutte le scuole le linee guida per l’educazione ambientale e allo sviluppo sostenibile per promuovere tra i giovani l’educazione ambientale e il consumo sostenibile.

Carta d'intenti
Action for Climate Empowerment

This framework is based on Results-based Management (RBM) to strengthen transparency and accountability, as well as help track outcomes systematically according to objectives.
This guidance emphasizes that in the process of National ACE Strategy development, special attention must be given to stakeholder participation. A central component of all phases, it must be equitable and broad-based, ensuring marginalized groups are given a voice.
The guidelines also provide an overview of ACE funding sources, and an explanation of ‘climate readiness’ for countries to more easily access financing for ACE activities. Finally, guidance is provided on monitoring, evaluation and reporting, emphasizing the importance of linking to the SDGs and GAP on ESD.

Free PDF published by UNESCO in 2016

, , , ,
Active learning methodology

The Images and Objects Toolkit is for facilitators and teachers interested in education for sustainable development. The booklet includes step-by-step instructions for planning and implementing Education for Sustainable Development activities by using images and objects, together with a starter kit of sample images.

This is a key publication for the Prof E Sus project.

, ,
L´Agenzia regionale per la prevenzione, l´ambiente e l´energia dell´Emilia-Romagna (Arpae), che integra le funzioni di Arpa e dei Servizi ambiente delle Province, è stata istituita con legge regionale n.13/2015 ed è operativa dal primo gennaio 2016. La documentazione precedente a tale data è relativa ad Arpa Emilia-Romagna.

Arpae è l´Agenzia regionale per la prevenzione, l´ambiente e l´energia dell´Emilia-Romagna.
L’Arpae è operativa dal 1996 ed i compiti e le funzioni proprie sono puntualmente declinati nella legge regionale che l’ha istituita (LR 44/1995). A tali competenze si assommano quelle integrate con la LR 13/2015 che ne ha anche stabilito l´attuale denominazione.
Tra i compiti istituzionali di Arpae c’è anche la promozione e la diffusione degli strumenti di sostenibilità ambientale; ovvero le diverse attività per la promozione delle ricerche e della diffusione di tecnologie ecologicamente compatibili, di prodotti e sistemi di produzione a ridotto impatto ambientale, con particolare riferimento al supporto tecnico-scientifico per l´applicazione dei regolamenti dell´Unione Europea in materia.
Il Servizio Sistemi di Gestione Integrati Sicurezza Qualità Ecomanagement, presidia su scala regionale le tematiche relative agli strumenti di sostenibilità ambientale, fornendo supporto agli interlocutori istituzionali regionali e nazionali, al mondo d’impresa, ai nodi operativi. Garantisce la rappresentatività di Arpae a livello nazionale nei contesti specifici (Ministeri, ISPRA, ACCREDIA, Enti di normazione/certificazione e ricerca).


The website of the Association for Supervision and Curriculum Development is a great source of inspiration for innovative pedagogical ideas.
, ,
CEDEFOP publications

Publication list of CEDEFOP the EU body concerned with supporting vocational training.


Education for Sustainable Development (ESD) has become an important issue in society. The United Nations Decade for ESD (DESD, 2005-2014) has encouraged innovative approaches in education in order to contribute to the societal transition towards sustainability through both the formal education system and non-formal and informal learning settings (Buckler and Creech, 2014). Furthermore, as learning does not take place in separate silos, the interconnection of different stakeholders is also seen as a necessity in ESD. During the last decade an abundance of ESD initiatives have grown at all levels in society. Governments have implemented the topic in policy briefings and educators and researchers have developed models for curriculum innovation and the integration of sustainability competences. Civil society partners have developed initiatives to embed ESD in non-formal settings, schools and teachers worldwide have started ESD projects at the local level focusing on a variety of topics.

Definition of social sustainability
Definition of social sustainability

Despite a shared interest in social sustainability, academics, professionals and policymakers often hold varying perspectives about what social sustainability is, and how it can be implemented and assessed.

We began our network by trying to forge a definition of social sustainability, but have come to appreciate the value of a holistic idea of sustainability that does not differentiate between social, environmental, and economic sustainability because in our experiences, these distinctions are superficial and unhelpful.

Education 2030 Incheon Declaration: Towards Inclusive an Equitable Quality Education and Lifelong Learning for All
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized
the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.

Education for All Incheon Declaration
UNESCO declaration

Text of the 2015 Incheon Declaration from UNESCO Education for All and
Framework for Action for the implementation of Sustainable Development Goal 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all