Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
103 Results found
Status of water education in the context of the UN Decade of Education for Sustainable Development (DESD, 2005-2014) Year of publication: 2007 Corporate author: International Hydrological Programme (IHP) This document reports on the thematic programme “Education for Sustainable Water Management” of the UN Decade of Education for Sustainable Development (DESD), which is to be implemented under the leadership of UNESCO-IHP. As a follow-up to 166 EX/Decision 3.6.1 of the Executive Board of UNESCO and Resolution XVII-12 of the Intergovernmental Council of IHP, an intersectoral Working Group on Water Education was constituted and is operational. The Working Group developed a draft Work Plan, which is presented in Annex V for the endorsement of the Bureau. 
Education and national sustainable development strategies Year of publication: 2009 Corporate author: UNESCO Since the Rio Earth Summit in 1992 countries around the world have been developing and implementing National Sustainable Development Strategies (NSDS). Sustainable Development competes with many deeply entrenched values and therefore progress has been slow. Tensions between long term and short term thinking, and between economic growth and social and environmental sustainability, are not easy to resolve. The NSDS process has gained impetus following the 2002 World Summit on Sustainable Development, where it was agreed that countries need to take immediate steps to elaborate and formulate NSDS systems that can continuously improve. The UN Guidance Document describes an NSDS as a comprehensive, adaptable, continuous and long term undertaking that helps a country to achieve economic prosperity and higher levels of social welfare, while at the same time preserving the environment. An NSDS is not just something that can be put together in a document and be promulgated. Development of an NSDS requires multi-stakeholder participation, partnerships, country ownership, shared vision with a commitment to continuous improvement, capacity development and the ability to build on existing knowledge and processes and a clear focus on outcomes. Education is a central dimension of achieving sustainable development, and needs to be incorporated into the NSDS process. Learning is central to the process of NSDS development and implementation. 
So That Nature Lives Year of publication: 2020 Author: Enky Wave Corporate author: National Museum of Natural History | Création Collective In the face of growing environmental collapse, the National History Museum's scientists are speaking out to alert people. The central theme of So that nature lives on is nature: understanding it better to preserve it more effectively. In each 30-minute episode, a researcher shares his or her knowledge and solutions to help us better understand living things and the world around us. 
Green School Quality Standard: Greening Every Learning Environment Year of publication: 2024 Corporate author: UNESCO Climate change threatens our planet and future. Schools and other learning institutions are central places for accelerating climate action among learners and local communities. By empowering teachers and students to understand climate change in their own context contribute to making societies more sustainable and climate resilient. This publication provides for the first time ever a quality standard for greening schools and other learning environments. It outlines four core areas for integrating sustainability principles and climate action: 1) school governance, 2) facilities and operation, 3) teaching and learning, and 4) community engagement. Through the Greening Education Partnership, this standard establishes a common language for all stakeholders to jointly reach the global target of greening at least 50% of schools in all countries by 2030. Policy-makers and ministries in charge of education accreditation schemes, as well as educators, learners and communities are encouraged to use the green school quality standard and join the climate-ready school movement to ensure that every learner is equipped to address climate challenges. 
Greening Curriculum Guidance: Teaching and Learning for Climate Action Year of publication: 2024 Corporate author: UNESCO This Guidance responds to the calls from young people for a holistic approach to climate change and sustainability in the curriculum. It outlines a common language on how quality climate change and sustainability can be reflected in the curriculum by setting expected learning outcomes per age group (from 5-year olds and up to 18+ age group, including a lifelong learning approach).This is crucial for accelerating country-level action and ensuring joint monitoring of progress. The objective is to have 90 per cent of all countries include climate change in their curricula by 2030, as established by the Greening Education Partnership.This Guidance aims to support countries, schools or individual practitioners in reassessing their ongoing practices to adopt a more action-oriented, holistic, scientifically accurate, justice-driven and lifelong learning approach to climate change. 
Global Education Monitoring Report, 2016: Planet: Education for Environmental Sustainability and Green Growth Year of publication: 2016 Corporate author: UNESCO PLANET: Education for environmental sustainability and green growth, a publication taken from the full 2016 Global Education Monitoring Report, explores the knowledge and skills needed for sustainable and inclusive economic growth that does not damage our planet.This publication demonstrates how education can help people understand and respond to environmental issues and climate change. Environmental education can increase green knowledge and build sustainability practices. The publication warns that while education contributes to economic growth, education systems must be careful not to encourage unsustainable lifestyles and all learners must acquire the knowledge and skills needed to promote sustainable development.It also argues that we must continue to learn throughout our lives in order to make production and consumption sustainable, and to provide green skills for green industries. Creating green industries relies on high-skill workers with specific training, yet by 2020 there could be 40 million too few workers with tertiary education relative to demand. Higher education and research should also be oriented towards green innovation and growth; innovation depends on cooperation in higher education and investment in research and development to transform production in vast swaths of the economy.It also recognises that education must change in order to keep up with the changing face of work. Green and transferable skills should be taught in both school and the workplace. The greening of industries requires not only the production of more high-skill workers, but the continued training and education for low and medium skill workers, often on the job. “To ensure the Sustainable Development Goals are implemented, everyone involved needs to think, to work, to organise, to communicate and to report in ways that are completely different from what has been done up till now. Education truly is key to a wide appreciation not just of the SDGs but the new ways of thinking and working that are going to be necessary to fulfil them. So the challenge to all of us is to re-learn, and that does not just apply to educators, but it applies to all of us.” 
Reinforcing School Health Through The Role Of The Teacher in Establishing The Environmental Education Values For Pupils. A Socio-demographic Study Of Middle School Students Through Teachers' Declaration (vol.11, no.1; Journel of Family and Society) Year of publication: 2023 Author: Khelfaoui Fahima Corporate author: University of Algiers 2 Given the significance of schools, particularly teachers, in environmental preservation, this study aims to explore the role of schools in fostering environmental education values among students. Is there a specific strategy in place for promoting these values? If so, how do teachers take the initiative to implement it for their students? Additionally, suggestions for promoting the concept of an environmental school are provided. 
Environmental Education as a Strategy for Activating Environmental Citizenship (vol.8, no.2; Research Journal) Year of publication: 2023 Author: Bel'asal Bint Nabi Yasmine, Amroush Al Houcine Corporate author: Yahia Fares University of Medea This research paper aims to explore environmental education as a strategy for promoting environmental citizenship. Throughout the latter half of the twentieth century, the environment became a focal point for numerous thinkers and researchers across various fields. The concept of environmental citizenship emerged as a crucial term aimed at fostering individual responsibility towards the environment. Achieving environmental citizenship necessitates effective environmental education, which endeavors to impart direction, values, and behaviors conducive to environmental stewardship. It seeks to elucidate key concepts and cultivate essential skills for comprehending and appreciating the intricate relationships between humanity, culture, and the environment. Topics explored include citizenship, environment, environmental education, the Tbilisi conference, and responsible environmental behavior. 
Environmental Education Toolkit Guide for Latin America and the Caribbean Year of publication: 2023 Author: Eloísa Tréllez Solís Corporate author: United Nations Environment Programme (UNEP) The Environmental Education Toolkit is aimed primarily at teachers, multipliers and facilitators in Latin America and the Caribbean (LAC), and aims to promote interdisciplinary approaches, with a view to the transversality of environmental education. In the new context of a post-COVID-19 health emergency world, this approach becomes more relevant and necessary to achieve a better vision and understanding of the relationships between humans and nature; between societies, cultures and with the ecosystems on which they depend. In the chapters that make up this publication, an approach is proposed through a methodological proposal for reflection and action, the Interdisciplinary Roundtables for Environmental Education towards Sustainability, whose main objective is to strengthen and complement the environmental education processes that are carried out both in educational centers and in community groups, from an interdisciplinary, transversal perspective and with systemic thinking. 
Sustainable Development and Responsible Citizenship Year of publication: 2021 Corporate author: Argentina. Ministry of Education Social inequalities, epidemics and ecological disasters seem to be at an all-time high. Therefore, it is necessary for governments to recognize the freedoms and obligations to exercise responsible citizenship. This resource was developed within the framework of the Seguimos Educando Program, which during 2020 and 2021 allowed, through different means, students to remain in contact with school. The proposed activities and content are guided by the Priority Learning Cores common to the entire country.