Baha'I International Community
  • Date submitted: 31 Oct 2011
  • Stakeholder type: Major Group
  • Name: Baha'I International Community
  • Submission Document: Download
Keywords: Vulnerability (0 hits), vulnerable (1 hits),

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Expectations for the quality of the process:

To secure renewed political commitment for sustainable development, the intergovernmental preparatory and follow-up processesassociated with the United Nations Conference on Sustainable Developmentmust be ethically-oriented, forward-looking and focused on finding unified yet locally- and regionally-appropriateapproaches toward achieving equitable and effective solutions.


- The principles that guide the participatory and consultative processes leading up to and during the United Nations Conference on Sustainable Development, as well as the principles that will underlie the mandate of any resulting institutional and governing instruments and agencies, should include trustworthiness, integrity, transparency, solidarity and inclusiveness, andshould prioritize the concerns of the most vulnerable communities.


A transition to a green economy requires the elimination of extremes of wealth and poverty. The persistent rise of inequality and poverty is fuelled by inequitable access to resources, to knowledge, and to meaningful participation in society.


- Secure a global commitment to multifaceted and lifelong education that recognizes the inherent potential in every human being , promotes the equality of women and men, supports universal access to science and technology,andupholds the right of every individual to participate in generatingand applying knowledge?including local and traditional knowledge?forthe betterment of the world.


Women, men, girls, and boys must be given the access to knowledge and opportunity to contribute to the social and economic transformation process that leads to a green economy, empowering them to fulfill their rightful roles.


- Formal curricula in schools as well as informal learning processes should address the material, social and spiritual dimensions of humandevelopment. By building human capacity to address contemporary problems in a manner that harmonizes all dimensions of human development, schools can become engaged in processes ofpositive social transformation.

- In their fullest sense, educational processesmust provide the space for lifelong, values-based learning aimed at achieving global sustainability, peace and prosperity. Furthermore, education should foster ethical conduct and sustainable lifestyles. - Both formal and informal education should employ a frameworkof learning that encourages the generation of knowledge througha cycle of action, reflection on insights gained, and consultation to determine next steps.

Gender Equality:

Achieving the full equality and participation of women and girls is a prerequisite for the transition to a green economy.


- Any plan of action for the transition to a green economy must challenge behaviors and attitudes which perpetuate discrimination against women and girls. Such plans must fostera fundamental change of belief about the roles of women and men andlead to the advancement of women in areas such as governance, politics, science, and commerce.


The reform of institutional frameworks must consider more explicitly how to create a multilevel system of governance, where local and national governments, intergovernmental organizations, civil society, entities from social and economic sectors, and other stakeholders each play their part in achievinga common goal.


- Prioritize the establishment of a common vision and purpose among all stakeholders, as the basisfor achieving agreements and determining a plan of action.

- Monitoring mechanisms must be established such that the moral, ethical and spiritual principles outlined in the UN Charter, the Universal Declaration of Human Rights, the Rio Declaration, and other instruments and covenants, are fully respected and acted upon.
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