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  • Civic Education for Sustainability


    • This course is structured in the following manner:

      • There is an overall "kit" in a PDF format that anyone can download and have access to ALL of the units in this course.
      • Below there are the different units or topics of the course which have various materials, activities and suggestions for teaching methods.  

      You are invited to take the whole course or relevant units /topics that contribute to your own teaching and learning.

      For more information, you can contract coordinator of project who will link you up with the relevant expert for the information that you may require.  Coordinator's email address is rhonda@gordon.college



    • Civic Education for Sustainability: KIT in English File

      This Kit provides the reader with resources, activities and different units and modules for a course on Civic Education for Sustainability.   The teacher can choose the units or modules that are most relevant for thier course and upgrade an existing course or create a complete course with the material that is in this Kit.

    • CIVIC EDUCATION FOR SUSTAINABILITY Reader in Georgian Language File

      This reader includes articles in Georgian on the topics of this course which are most relevant to Georgia.   

◄UNIT 5: SOCIAL AND POLITICAL DIMENSION -- Topic 1: Local and Global CommunityUNIT 5: SOCIAL AND POLITICAL DIMENSION -- Topic 3: Safe and Just Environment►

UNIT 5: SOCIAL AND POLITICAL DIMENSION -- Topic 2: Government: Local and Global Regulation

  • UNIT 5: SOCIAL AND POLITICAL DIMENSION -- Topic 2: Government: Local and Global Regulation

    RATIONALE AND OBJECTIVES: 

    This unit will enable students in getting to know the regulators of environmental protection in their country. Who are they, what are their responsibilities, what are their roles and how do they act.  They will also find out about how nations around the world are working together to solve environmental problems. The United Nations agreements are one very important way of devising a framework for international action.

    Understanding the complexity of the environmental regulator work, that sometimes is affected by special interest groups, which are not the public interest, is very important. This may contribute to shape literate citizens, aware of  the political aspect of environmental issues, that will enable them to make decisions and to be involved in the community.

     

    Students will know who are the GR regarding environmental issues in their country:

    ·         In Israel: The "Ministry of Environmental Protection" and the "Ministry of Health" .

    ·         In Georgia:: "Ministry of Environmental Protection and Agriculture”

    ·          

    Students will understand:

    ·         GR role in policymaking , in promoting laws and regulations aimed to protect the environment and in enforcing them.

    ·         GR responsibility of providing citizens with good local environmental conditions (e.g., air, water, radiation, food).

    ·         GR  responsibility in preservation of environmental resources.

    ·         GR responsibility in reducing CO2 emission and promoting alternative-energy systems to deal with global warming.

    ·         GR activities under conflict of interests (e.g. industry, agriculture, transportation, urbanization).  

              GR commitment to the OECD policy, and international conventions (in Israel, Georgia ?).

              United Nations and other international agreements (eg Sustainable Development Goals and Paris

              Climate Change agreement

    ·       Understanding the political complexity of environmental issues (e.g., closure of factories that are polluting the environment / employees will lose their workplace / municipal authority will lose their property tax).

    LEARNING OUTCOMES: 

    Students will be able to relate with a critical point of view to environmental issues in the media (daily newspaper articles, news on TV,  documentary films etc.). To analyze the situation and to recognize factors affecting decision-making and enforcement.

    Optional: Students will consider in the next government elections a party with green agenda.

    ACTIVITIES:

    Activity 1.Critical: reading of articles in the  newspaper, and watching  TV news,  regard to issues of environmental regulation

     Critical discussion

    Activity 2,  Find out more about the United Nations Sustainable Development Goals from this website. Divide the students into pairs and ask them to investigate one goal each and report to the rest of the class about what that goal is all about.

    United Nations Global Goals


    Activity 3.  As an research activity, ask students to investigate one international agreement of their choice from 1962 onwards.

    BIBLIOGRAPHY:

    Compulsory Literature:

    1.https://www.mcc.gov/resources/doc/environmental-guidelines August 26, 2010 DCO-2012-1.2 

    2. Green Politic- http://greenalt.org/wp-content/uploads/2013/12/mwvane_politika_da_garemos_dacva.pdf 3.Environmental and Social politic http://www.ebrd.com/downloads/research/policies/esp-georgian.pdf



    ◄UNIT 5: SOCIAL AND POLITICAL DIMENSION -- Topic 1: Local and Global CommunityUNIT 5: SOCIAL AND POLITICAL DIMENSION -- Topic 3: Safe and Just Environment►