Resources
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Two concepts, one goal: education for international understanding and education for sustainable development Year of publication: 2007 Corporate author: UNESCO Bangkok | APCEIU EIU and ESD are not dogmas but evolving concepts that can contribute to social learning and transformation. EIU and ESD share many common issues, supporting each other’s scope of work and focus. This series of information sheets has been prepared to highlight key complementary areas and synergies. 
Education for sustainable development: shaping the future Year of publication: 2009 Corporate author: UNESCO This poster portrays the importance of education for sustainable development in terms of shaping the future. Aichi-Nagoya Declaration on Education for Sustainable Development 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. 
Education for Sustainable Devleopment: Sourcebook Year of publication: 2013 Corporate author: UNESCO The target audiences for the Education for Sustainable Development Sourcebook are primary and secondary teachers and mid-level decision-makers, who have responsibility for primary and secondary education. Another primary audience is teacher educators who work with pre-service and in-service primary and secondary school teachers. The purpose of the publication is to describe ways in which education for sustainable development (ESD) can be integrated into primary and secondary schooling. This collection of briefs is designed to complement other ESD materials published by UNESCO. The topics for the briefs were selected in consultation with UNESCO Field Offices and Institutes. The briefs for primary and secondary teachers are specifically written for professional educators who work in formal education settings. The briefs for teachers as well as those for decision-makers address “gaps” in the UNESCO ESD literature. Education for sustainable development: linking learning and happiness Year of publication: 2007 Author: Joel Bacha Corporate author: UNESCO Bangkok Education for Sustainable Development programmes demonstrating the link between learning and wellbeing and happiness are beginning to emerge throughout the Asia-Pacific region. In small communities throughout the Pacific islands, for example, ESD approaches are helping to engage communities in decision-making about their own lives. Regional guiding framework of education for sustainable development in the Arab Region Year of publication: 2008 Corporate author: UNESCO Beirut The Regional Guiding Framework of Education for Sustainable Education in the Arab Region (2005-2014) provides a general and reference vision of the activities that could be implemented by any of the partners such as education and training institutions, production and services, international and regional organizations, civil society and NGOs, within the framework of the DESD. The Framework highlighted the role of partners and beneficiaries in the implementation of joint activities related to society, life and work within the UN DESD. Annex (3) in the Arabic text provides details description of the expected role of partners in the region. 
Orienting technical and vocational education and training for sustainable development: a discussion paper Year of publication: 2006 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) The current Discussion Paper on “Orienting Technical and Vocational Education and Training (TVET) for Sustainable Development” presents an overview of key concepts, trends and issues in the field of TVET for sustainable development. It has been prepared by the UNESCO-UNEVOC International Centre, in consultation with a number of UNEVOC Centres and partner agencies and several leading researchers, policy-makers and practitioners working in this field. This paper reflects the outcomes of discussions that took place at the UNESCO International Experts Meeting on “Learning for Work, Citizenship and Sustainability”, which was held in Bonn, Germany, in October 2004. The current document is based on the discussion paper prepared for the UNESCO International Experts Meeting, and was modified in the light of the outcomes of this important meeting. Address by Irina Bokova, Director-General of UNESCO, on the occasion of the Opening of the International Conference on Higher Education for Sustainable Development: Higher Education Beyond 2014; Nagoya University, Aichi, Japan, 9 November 2014 Year of publication: 2014 Corporate author: UNESCO. Director-General, 2009-2017 (Bokova, I.G.) This address had been made by Irina Bokova, Director-General of UNESCO, on the occasion of the opening of the International Conference on Higher Education for Sustainable Development: Higher Education Beyond 2014. Education for Arctic sustainable development Year of publication: 2009 Author: Lars Kullerud Corporate author: UNESCO Education is an essential component of sustainable development. However, for the Arctic there is a history of education systems that tried to force central school models on local people, including different degrees of suppression of local language. This has been improved today to various degrees in the Arctic states. However, lack of skilled teachers with local roots is a circumpolar challenge. Arctic higher educational institutions also face many challenges when attempting to be innovative and competitive due to their small size and geographic isolation. The model of the University of the Arctic allows for a dynamic development of shared education systems through mutual cooperation. This network can be a very efficient tool to for delivering a relevant curriculum for a changing North. International symposium of the international network for reorienting teacher education towards sustainability, 19-21 May 2010, UNESCO Headquarters, Paris: meeting summary and next steps Year of publication: 2010 Corporate author: UNESCO A symposium for members of the International Network of Teacher Education Institutions was held at UNESCO Headquarters on 19 – 21 May 2010. Approximately 100 participants, who were teacher educators, representatives from ministries of education and UNESCO staff, attended. The participants, coming from 50 countries, met for a combination of professional development related to education for sustainable development and teacher education and to share experiences related to these two topics. The participants also discussed how to create and maintain national or regional networks of teacher education institutions that are working to reorient teacher education to address sustainability. The symposium was organized by the Section for DESD Coordination at UNESCO in collaboration with the UNESCO Chair on Reorienting Teacher Education to Address Sustainability at York University in Canada.