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استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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지속가능발전교육 지도자료: 초등학교 3~6학년 교사용 안내서 سنة النشر: 2020 المؤلف المؤسسي: 서울특별시교육청 교육혁신과 기후위기시대, 생태환경에 대한 인식을 제고하고 감수성을 기르기 위한 《2020 지속가능발전교육 초등학교 교사용 지도자료》로 교과, 동아리, 자유학기 활동 등 학교 생태전환교육에 활용가능하다. 또한 각 단원별로 지속가능발전목표 17개를 적용할 수 있는 내용으로 구성하였다. 
지속가능발전교육 지도자료: 중학교 1~3학년 교사용 안내서 سنة النشر: 2020 المؤلف المؤسسي: 서울특별시교육청 교육혁신과 기후위기시대, 생태환경에 대한 인식을 제고하고 감수성을 기르기 위한 《2020 지속가능발전교육 중학교 교사용 지도자료》로 교과, 동아리, 자유학기 활동 등 학교 생태전환교육에 활용가능하다. 또한 각 단원별로 지속가능발전목표 17개를 적용할 수 있는 내용으로 구성하였다. 
Mainstreaming SDG4-Education 2030 in sector-wide policy and planning: technical guidelines for UNESCO field offices سنة النشر: 2016 المؤلف المؤسسي: UNESCO The main responsibility for implementing the SDG4-Education 2030 Agenda lies with governments, with UNESCO and partners providing support through coordinated policy advice, technical assistance, capacity development and monitoring of progress at global, regional and national levels. By their position, UNESCO field offices have a key role to play in providing such support at country level and therefore require adequate technical capacity to fulfil their mission.These guidelines aim at providing a basic resource to field offices for ensuring adequate technical support to national authorities in this process. In doing so, it takes into account different profiles of country needs and capacities, thus avoiding a one-size-fits-all approach. Countries may have different levels of awareness of, or political commitment to, Sustainable Development Goal 4 (SDG4). In all cases, UNESCO is expected to ensure that all the relevant information about SDG4-Education 2030 is properly disseminated and that national authorities and stakeholders are reminded of its importance. To assist field offices in this task UNESCO has developed and made available a number of resources and support materials, notably the Unpacking SDG4-Education 2030 Guide, parts of which are excerpted here, and will continue coordination efforts in this respect.Inevitably, field staff will have to adapt the guidelines provided here to the reality of the country they are serving. That is why this document is full of resources and pointers that can be combined and tailored to fit the particular context of each country. At the same time, field staff are invited to require additional technical guidance from the corresponding regional bureaus, which can rely on the backstopping of Headquarters services and support from the specialized institutes.These guidelines represent a first attempt to provide specific directions and resources to allow field offices to technically support Member States. After a first evaluation, in which all field staff are invited to participate, the guidelines will be improved so as to make them even more suitable and useful. They will also be supplemented with other material to ensure that UNESCO plays its role as the leading United Nations agency in the field. 
Okayama: les secteurs public et privé unis pour l'EDD سنة النشر: 2017 المؤلف: Rika Usami المؤلف المؤسسي: UNESCO Okayama City: public and private sectors united for ESD سنة النشر: 2017 المؤلف: Rika Usami المؤلف المؤسسي: UNESCO ESD Success Stories are showcasing compelling stories with a personal/human dimension from all five UNESCO regions (Africa, Arab States, Asia and Pacific, Europe & North America and Latin America & the Caribbean). The stories illustrate the wide diversity of ESD approaches and initiatives taking place in different parts of the world. They show how involvement with ESD has changed the lives of specific individual persons and how they have become more active in their community. Each story centers on one individual or a group of individuals.Okayama City is known as one of the most comfortable places to live in Japan.The city offers more than an enjoyable lifestyle; it is also a world leader in the promotion of Education for Sustainable Development (ESD). 
2019 유네스코 ESD 정책 포럼: 2030년을 위한 지속가능발전교육(ESD), 한국은 어떻게 준비할 것인가 سنة النشر: 2019 المؤلف المؤسسي: 유네스코한국위원회 | 대한민국 교육부 2019년 11월에 유네스코한국위원회(ESD한국위원회)에서 주최한 '2019 유네스코 지속가능발전교육 정책 포럼'의 자료집으로 행사개요와 토론자료, 지속가능발전교육에 대한 부록을 수록하고 있다.2030년을 위한 지속가능발전교육(ESD), 한국은 어떻게 준비할 것인가를 주제로 ESD for 2030 체계 수립 및 이행 준비에 대한 국제사회 최신 동향 공유, 국가 이니셔티브 구축 관련 한국 차원의 정책적 준비 및 운영 체계 수립 방안 논의, GAP 참여기관 등 국내 ESD 이행 핵심 주체별 활동 내용 공유 및 제언 등이 주요 내용이다. 
2017 CCNGO, Education 2030: implementing SDG4-Education 2030;Global meeting declaration سنة النشر: 2017 المؤلف المؤسسي: UNESCO, Collective Consultation of NGOs on Education for All We, the representatives of national, regional and international non-governmental and civil society organisations and members of the Collective Consultation of NGOs (CCNGO) for Education 2030 from different parts of the world have gathered in Siem Reap, Cambodia on 8 and 9 May 2017.We re-affirm that education is a fundamental human right and a public good that is key to promoting social, economic and environmental justice. States have the duty to provide free quality equitable public education at all levels and lifelong learning for all, and to ensure the right to education is enshrined in law and enforceable.We have met to take stock and discuss the implementation of SDG4-Education 2030 since its adoption and make recommendations. Participants discussed initiatives undertaken, key challenges encountered, opportunities identified and ways forward, as well as debated the role of civil society organizations in supporting the implementation of SDG4-Education 2030 at national, regional and global levels, and the contributions of the CCNGO in this regard. We furthermore agreed upon the revised working procedures of the CCNGO in light of SDG4-Education 2030 and elected a new CCNGO Coordination Group for 2017- 2019. In this context, we reaffirm:· Our endorsement of the vision, principles, goals and targets laid out under SDG 4 within ‘The 2030 Agenda for Sustainable Development’; the Incheon Declaration; the ‘Education 2030 Framework for Action’; and the 2015 Incheon Final Declaration of the NGO Forum;· The important role of civil society organisations in the implementation of SDG4-Education 2030, and their engagement and involvement at all stages, from policy formulation and planning through to monitoring and evaluation with their participation institutionalized and guaranteed, as stated in the Education 2030 Framework for Action. 
Education for Sustainable Development سنة النشر: 2016 المؤلف: Altayeb Ahmed المؤلف المؤسسي: National Center for Curriculum and Educational Research This paper addresses education for sustainable development. It opens by discussing the concept of education for sustainable development. The author clearly links how education is looking at environment and how we should preserve it. 
Education for Sustainable Development: The Tunisian Experience as an Example سنة النشر: 2006 المؤلف: Fatima Al-Tarhouni المؤلف المؤسسي: Federation of the Universities of the Islamic World The author in this article is giving analytical description of education for sustainable development. She uses the Tunisian experience as an example of implementing education for sustainable development. 
تربية الطفل من أجل التنمية المستدامة: المشكلات والحل سنة النشر: 2019 المؤلف: Fathy Mohamed المؤلف المؤسسي: Assiut University تهدف هذه الورقة لدراسة المشكلات التي تعوق تربية الطفل من أجل التنمية المستدامة. بعد مناقشة المشكلات تنتهي الورقة بوضع رؤية لتفعيل التربية من أجل التنمية المستدامة في مؤسسات رياض الأطفال.