Ninja, Ninla, Bureaucrats, Administrators
497
edits
→Global Education Unit
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*Policy Advocacy: development of policy recommendations. These set the framework for more sustainable sourcing in European supermarkets. | *Policy Advocacy: development of policy recommendations. These set the framework for more sustainable sourcing in European supermarkets. | ||
*Research: to collect first hand data on the production patterns of European retail supply chains. By means of independent research we are tracing the sourcing practices of European companies to producing countries and provide recommendations on how to improve working conditions and mitigate environmental impact. Among others we have sent teams to investigate production examples of tuna, pineapple, orange juice, chocolate, as well as studies into the effectiveness of ecological and social certification schemes. | *Research: to collect first hand data on the production patterns of European retail supply chains. By means of independent research we are tracing the sourcing practices of European companies to producing countries and provide recommendations on how to improve working conditions and mitigate environmental impact. Among others we have sent teams to investigate production examples of tuna, pineapple, orange juice, chocolate, as well as studies into the effectiveness of ecological and social certification schemes. | ||
===[[Global Education Goes Local (GEGL)]]=== | |||
'''Overall objective''' | |||
To foster commitment of European citizens to take an active role towards meeting the challenges of the interdependent world we live in, based on awareness and critical understanding of their two-way relations with the issues of global development.Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity (see here). GEGL focuses on the following SDGs: | |||
5: Gender Equality | |||
11: Sustainable Cities and Communities | |||
12: Responsible Consumption and Production | |||
'''Activities''' | |||
Capacity building: | |||
*Identification of localities. | |||
*Common trainings on global education. | |||
*On-site training in each locality. | |||
*Setting up sharing and support system. | |||
Local Learning - Action Processes: | |||
*Planning round 1 of LAPs. | |||
*Financial support for round 1 of LAPs. | |||
*International workshop to share results. | |||
*Planning round 2 of LAPs | |||
*Financial support for round 2 of LAPs. | |||
*Mentoring and support for LAPs. | |||
Resource development: | |||
*Setting up advisory youth groups. | |||
*Expert meetings | |||
*Finalizing the publication ‘Global Education Goes Pop’ | |||
*Preparing the Massive Open Online Course (MOOC) | |||
Dissemination - Global Education Goes Pop: | |||
*International training for youth workers and leaders. | |||
*Three national trainings per country. | |||
*Preparation summer school for young people. | |||
*International Summer School in the Global South. | |||
*Sharing and learning winter school. | |||
*Running MOOC. | |||
Scaling Up | |||
*Good Practices Online Campaign | |||
*International Conference. | |||
*Three policy workshops per country. | |||
*Participation in policy meetings and processes. | |||
=[[Humanitarian Affairs Unit]]= | =[[Humanitarian Affairs Unit]]= | ||