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Education pour le développement durable et le changement climatique Year of publication: 2009 Corporate author: UNESCO Le Groupe d'experts intergouvernemental sur l'évolution du climat (GIEC), dans son rapport de 2007, a déclaré sans équivoque que les humains contribuent au changement climatique. Les actions des gens intensifient la variabilité naturelle du climat, et la température de la Terre augmente. Les scientifiques font une distinction entre la variabilité du climat (où les variations climatiques sont attribuables à des causes naturelles) et le changement climatique (où les activités humaines modifient la composition de l'atmosphère). Human induite (ou anthropique) le changement climatique est causé par une production accrue de gaz à effet de serre, dont le dioxyde de carbone (CO2), le méthane et l'oxyde nitreux. Le dioxyde de carbone, le principal contributeur, est produit principalement par la combustion de combustibles fossiles - pétrole, gaz et charbon. Bien que le méthane se produit en plus petites quantités que le CO2, il a des effets de réchauffement plus élevés. Augmentation de la production de méthane est liée à l'augmentation des niveaux de l'élevage pour la production de viande. Le réchauffement des zones de pergélisol en Sibérie et au Canada peut également contribuer de manière significative à une augmentation des émissions de méthane, car les gaz lacs du pergélisol magasin de méthane. L'augmentation de la production de gaz à effet de serre sont directement liés à la période post-1750 de l'industrialisation dans les pays occidentaux. Ces gaz dépassent aujourd'hui de loin le taux naturel de la production de gaz à effet de serre, tel que mesuré dans les carottes de glace de l'ère pré-industrielle couvrant plusieurs milliers d'années. Les projets du GIEC que les températures moyennes mondiales sont susceptibles d'augmenter de 1,8 à 4 degrés Celsius d'ici 2100. Cela peut paraître faible, mais la différence entre les températures d'aujourd'hui et la dernière période glaciaire est d'environ 4-5%. Une petite augmentation de la température est susceptible d'avoir un impact important. Il peut également prendre de nombreuses années pour l'impact réel de courant augmente la température à montrer. Même si les gens les émissions de CO2 demain considérablement réduit, l'atmosphère irait réchauffer pendant une longue période à venir. Les changements de température auront un impact sur l'ensemble du système de la Terre, et sur les activités humaines partout. Les impacts projetés comprennent le réchauffement des océans, la fonte des calottes glaciaires, l'élévation du niveau de la mer, des conditions météorologiques imprévisibles, l'augmentation des inondations et des sécheresses, la perte de la biodiversité, les changements dans la productivité agricole, l'augmentation des risques pour la santé, la migration humaine massive et le déclin économique. Les scientifiques craignent que le changement sera plus rapide que prévu en raison de «Rétroaction Positive», qui est un processus où les réchauffement se carburants, provoquant accéléré augmentation de la température. L'accélération du changement climatique doit être réduite de toute urgence, et tout le monde partout doit être impliqué. UNESCO feuille de route pour la mise en oeuvre du programme d'action global pour l'éducation en vue du développement durable Year of publication: 2014 Corporate author: UNESCO The Global Action Programme comes with a detailed implementation Roadmap. It is intended for all stakeholders – Governments, civil society organizations, the private sector, media, the academic and research community, intergovernmental organizations and other relevant institutions that facilitate and support learning and training, all the way to individual teachers and learners. The Roadmap explains the Programme’s goal, objectives and priority action areas in order to enable strategic focus and stakeholder commitment, together with implementation and monitoring strategies. 爱知县名古屋可持续发展教育宣言 Year of publication: 2014 Corporate author: UNESCO We, the participants of the UNESCO World Conference on Education for Sustainable Development held in AichiNagoya, Japan, from 10 to 12 November 2014, adopt this Declaration and call for urgent action to further strengthen and scale up Education for Sustainable Development (ESD), in order to enable current generations to meet their needs while allowing future generations to meet their own, with a balanced and integrated approach regarding the economic, social and environmental dimensions of sustainable development. This Declaration recognises that people are at the centre of sustainable development and builds on the achievements of the United Nations (UN) Decade of ESD (2005-2014); the deliberations of the UNESCO World Conference on ESD in Aichi-Nagoya; and the Stakeholder Meetings held in Okayama, Japan, from 4 to 8 November 2014, namely, UNESCO ASPnet International ESD events, the UNESCO ESD Youth Conference, the Global Regional Centres of Expertise Conference, and other relevant events and consultation processes, including regional ministerial meetings. We express our sincere gratitude to the Government of Japan for hosting the UNESCO World Conference on ESD. إعلان آيشي - ناغويا بشأن التعليم من أجل التنمية المستدامة Year of publication: 2014 Corporate author: UNESCO We, the participants of the UNESCO World Conference on Education for Sustainable Development held in AichiNagoya, Japan, from 10 to 12 November 2014, adopt this Declaration and call for urgent action to further strengthen and scale up Education for Sustainable Development (ESD), in order to enable current generations to meet their needs while allowing future generations to meet their own, with a balanced and integrated approach regarding the economic, social and environmental dimensions of sustainable development. This Declaration recognises that people are at the centre of sustainable development and builds on the achievements of the United Nations (UN) Decade of ESD (2005-2014); the deliberations of the UNESCO World Conference on ESD in Aichi-Nagoya; and the Stakeholder Meetings held in Okayama, Japan, from 4 to 8 November 2014, namely, UNESCO ASPnet International ESD events, the UNESCO ESD Youth Conference, the Global Regional Centres of Expertise Conference, and other relevant events and consultation processes, including regional ministerial meetings. We express our sincere gratitude to the Government of Japan for hosting the UNESCO World Conference on ESD. Айти-Нагойская декларация по образованию в интересах устойчивого развития Year of publication: 2014 Corporate author: UNESCO We, the participants of the UNESCO World Conference on Education for Sustainable Development held in AichiNagoya, Japan, from 10 to 12 November 2014, adopt this Declaration and call for urgent action to further strengthen and scale up Education for Sustainable Development (ESD), in order to enable current generations to meet their needs while allowing future generations to meet their own, with a balanced and integrated approach regarding the economic, social and environmental dimensions of sustainable development. This Declaration recognises that people are at the centre of sustainable development and builds on the achievements of the United Nations (UN) Decade of ESD (2005-2014); the deliberations of the UNESCO World Conference on ESD in Aichi-Nagoya; and the Stakeholder Meetings held in Okayama, Japan, from 4 to 8 November 2014, namely, UNESCO ASPnet International ESD events, the UNESCO ESD Youth Conference, the Global Regional Centres of Expertise Conference, and other relevant events and consultation processes, including regional ministerial meetings. We express our sincere gratitude to the Government of Japan for hosting the UNESCO World Conference on ESD. Declaración de Aichi-Nagoya sobre la Educación para el Desarrollo Sostenible Year of publication: 2014 Corporate author: UNESCO We, the participants of the UNESCO World Conference on Education for Sustainable Development held in AichiNagoya, Japan, from 10 to 12 November 2014, adopt this Declaration and call for urgent action to further strengthen and scale up Education for Sustainable Development (ESD), in order to enable current generations to meet their needs while allowing future generations to meet their own, with a balanced and integrated approach regarding the economic, social and environmental dimensions of sustainable development. This Declaration recognises that people are at the centre of sustainable development and builds on the achievements of the United Nations (UN) Decade of ESD (2005-2014); the deliberations of the UNESCO World Conference on ESD in Aichi-Nagoya; and the Stakeholder Meetings held in Okayama, Japan, from 4 to 8 November 2014, namely, UNESCO ASPnet International ESD events, the UNESCO ESD Youth Conference, the Global Regional Centres of Expertise Conference, and other relevant events and consultation processes, including regional ministerial meetings. We express our sincere gratitude to the Government of Japan for hosting the UNESCO World Conference on ESD. 
인권과 민주주의, 평화를 위한 교육 활동 선언과 통합 프레임워크 Year of publication: 1995 Corporate author: 유네스코 본 문서는 1995년 11월 파리, 제 28회 유네스코 총회에서 승인된, 교육에 관한 제 44차 국제회의선언 문서이다. (1994년 10월, 제네바) 
Fighting racism and discrimination: identifying and sharing good practices in the International Coalition of Cities Year of publication: 2012 Corporate author: UNESCO Since the establishment of the International Coalition, UNESCO has headed the regional scientific committees. In this role, UNESCO receives reports from cities in fulfilment of formal or informal requirements of their membership. These reports showcase the efforts of cities showcase the efforts of cities in addressing the Ten Point Plan of commitments for their respective region. UNESCO undertakes its efforts based on the information provided by the city in its report. First, it provides feedback to the cities on their efforts. The report identifies promising practices and highlights areas where additional work can be undertaken. Second, the reports from cities provide information that can be used for a variety of purposes including the publication of this report of good practices in anti-discrimination. The contents of this report reflect the information shared by Member Cities and as current Member Cities become increasingly active and new ones join the Coalition, the collection of good practices will undoubtedly expand.The purpose of this good practices report is two-fold. First, it draws together a collection of good practices in anti-discrimination of Member Cities so that they can inspire and inform the policies and practices of other cities. Second, the report uses major themes related to the different roles and domains of cities to inform and indeed, encourage critical reflection on anti-discrimination work in these areas. Several key objectives underlie the report:• Reflect on the different roles and capacities of cities and provide a framework to understand and assess their policies and practices;• Present, in one publication, examples of a wide variety of good practices; Provide a useful resource on anti-discrimination for stakeholders including city staff and representatives, community organisations, researchers, as well as interested individuals and groups; • Contribute to the successful networking of cities underway through the coalition;• Highlight the fact that even if there are challenges to engaging in anti-discrimination work, and that city representatives may feel limited, there are multiple actions that they can undertake. Asia-Pacific Regional Education Conference, Bangkok, Thailand, 6-8 August 2014: Asia-Pacific Statement on Education Beyond 2015, Bangkok Statement Year of publication: 2014 Corporate author: UNESCO This document is an outcome of the Asia-Pacific Regional Education Conference (APREC) on August 6 -8, 2014, attended by Ministers of Education, high-level government officials and representatives of civil society organizations, teachers’ organizations, United Nations (UN) agencies, development partners, and members of academia and the private sector, gathered in Bangkok, Thailand. Having taken stock of the progress made in the region in achieving the six Education for All (EFA) goals, having examined the remaining challenges, and having reflected on future priorities and strategies for the Asia-Pacific region to achieve the emerging post-2015 education agenda, the deliberations were made based on the national EFA reviews, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), and the Outcome Document of the UN General Assembly Open Working Group for Sustainable Development Goals. The statement fully endorses the vision, principles and targets laid out in the Muscat Agreement, noting that the overarching goal to ‘ensure equitable and inclusive quality education and lifelong learning for all by 2030’ reflects the aspiration of the region for education and development. Conférence de l'Éducation Régionale Asie-Pacifique Bangkok, Thaïlande, 6-8 Août 2014: Déclaration de l'Asie-Pacifique sur l'Éducation Au-delà de 2015 Year of publication: 2014 Corporate author: Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) Ce document est le résultat de la Conférence de l'Éducation Régionale Asie-Pacifique (en englais, APREC) le 6 Août -8 2014, en présence de ministres de l'éducation, des responsables gouvernementaux de haut niveau et des représentants des organisations de la société civile, les organisations d'enseignants, United Nations agences (ONU), les partenaires de développement, et des membres du milieu universitaire et du secteur privé, se sont réunis à Bangkok, Thaïlande. Après avoir fait le bilan des progrès réalisés dans la région dans la réalisation des six Éducation Pour Tous (EPT) buts pour, après avoir examiné les défis restant à relever, et après avoir réfléchi sur les priorités et les stratégies futures pour la région Asie-Pacifique pour atteindre le l'après 2015 émergente agenda de l'éducation, les délibérations ont été faites sur la base des examens nationaux de l'EPT, l'accord Muscat adopté à la éducation globalepour tous Réunion (Muscat, Oman, 12-14 mai 2014), et le document final du Groupe ouvert de travail de l'Assemblée générale des Nations Unies pour Objectifs de développement durable. La déclaration souscrit pleinement à la vision, les principes et les objectifs énoncés dans l'Accord de Mascate, en notant que l'objectif primordial de «garantir une éducation de qualité équitable et inclusive et l'apprentissage continu pour tous d'ici 2030» reflète l'aspiration de la région pour l'éducation et le développement.