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guidelines for institutions  \nin South Sudan  \n| UNESCO – a global leader in education\u003Cbr>Education is UNESCO’s top priority because it is a basic human right and the foundation for peace and sustainable development. UNESCO is the United Nations’ specialized agency for education, providing global and regional leadership to drive progress, strengthening the resilience and capacity of national systems to serve all learners and responding to contemporary global challenges through transformative learning, with special focus on gender equality and Africa across all actions.\u003Cbr>| The Global Education 2030 Agenda\u003Cbr>UNESCO, as the United Nations’ specialized agency for education, is entrusted to lead and coordinate the Education 2030 Agenda, which is part of a global movement to eradicate poverty through 17 Sustainable Development Goals by 2030. Education, essential to achieve all of these goals, has its own dedicated Goal 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”The Education 2030 Framework for Action provides guidance for the implementation of this ambitious goal and commitments.\u003Cbr>|\n| --- | --- |\n\nUNESCO-UNEVOC  \nInternational Centre for Technical and Vocational Education and Training  \nUN Campus Platz der Vereinten Nationen 1  \n53113 Bonn Germany  \n© UNESCO 2025  \nThis publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license ( [http://creativecommons.org/ licenses/](http://creativecommons.org/ licenses/)[ ](http://creativecommons.org/ licenses/)[bysa/3.0/igo](bysa/3.0/igo)) . By using the content of this publication, users accept to be bound by the terms of use of the UNESCO Open Access Repository ( [https://www.unes](https://www.unes)[co.org/en/open-access/cc-sa](co.org/en/open-access/cc-sa)) .  \nThe designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the del imitation of its frontiers or boundaries.  \nThe ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization. Editor and graphic designer: Emily Subden Cover photo: A trainee from the Her Turn programme preparing for her final assessment © KOTO  \nGraphics and lay-out: Christiane Marwecki  \nCopy-editing: Jacqueline Lawless  \nGreening TVET – guidelines for institutions  \nin South Sudan  \nThese Greening TVET guidelines provide a comprehensive framework to promote sustainable development within TVET institutions. By showing how to embed environmental sustainability and gender equity into institutional practices, the guidelines aim to equip TVET institutions with the tools needed to foster a green economy. They outline actionable strategies to integrate greening into institutional culture, curriculum, professional development, campus operations and community engagement, while emphasizing inclusivity and equitable participation across all genders. These efforts are essential for building resilient communities and sustainable futures.  \nSeptember 2024  \nAcknowledgements  \nThe guidelines were developed by the UNESCOUNEVOC International Centre for Technical and Vocational Education and Training (TVET ) and UNESCO Office in Juba, South Sudan, with the technical contribution of Dr Judy Kinyua, UNESCO-UNEVOC consultant. The publication was inspired by Greening TVET for a greener future, the first volume of a practical guide produced by UNESCO-UNEVOC and Cedefop, the European Centre for the Development of Vocational Training, which provides a TVET-focused approach for greening TVET institutions. It is informed by global guidance documents for greening the curriculum and gr","cbCaiaxC29KQzy1s","https://ap.wps.com/l/cbCaiaxC29KQzy1s","pdf",2042306,48,"English","# List of abbreviations\n## Definition of key terms in greening\n## Introduction to greening\n## About the guide\n## How to use this guide?\n## Target audience\n## 1.0 Introduction\n## 1.1 What is the rationale for greening TVET in South Sudan?\n## 1.2 Economic, social and environmental contexts in greening TVET in South Sudan\n## 1.2.1 Economic context in greening TVET\n## 1.2.2 Social context in greening TVET\n## 1.2.3 Environmental context in greening TVET\n## 1.3 Challenges that are hindering greening initiatives in South Sudan","[{\"question\":\"What is the main purpose of the Greening TVET guidelines for institutions in South Sudan?\",\"answer\":\"The guidelines provide a framework to promote sustainable development within TVET institutions by embedding environmental sustainability and gender equity into institutional practices.\"},{\"question\":\"Which areas of a TVET institution does the guide focus on for integrating greening?\",\"answer\":\"It addresses greening across institutional culture, curriculum, professional development, campus operations, and community engagement.\"},{\"question\":\"Who developed the guidelines and where was technical input provided?\",\"answer\":\"The guidelines were developed by UNESCO-UNEVOC and UNESCO Office in Juba, South Sudan, with technical contribution from Dr Judy Kinyua, UNESCO-UNEVOC consultant, and input from TVET experts and relevant ministries.\"}]","Greening TVET - guidelines for institutions in South Sudan | PDF",1792062968,121]