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Education for People and Planet: Creating Sustainable Futures for All, Global Education Monitoring Report, 2016 Année de publication: 2016 Auteur institutionnel: UNESCO | Global Education Monitoring Report Team Education for People and Planet: Creating Sustainable Futures for All explores the complex relationship between education and the new 2030 Agenda for Sustainable Development, covering six fundamental pillars – Planet, Prosperity, People, Peace, Place and Partnerships. This report shows that education will not deliver its full potential unless participation rates increase dramatically and sustainable development guides education system reform. It also warns of the destructive impact that climate change, conflict, unsustainable consumption and the increasing gap between rich and poor have on education. A huge transformation is needed if we are to create sustainable futures for all. Informe de Seguimiento de la Educación en el Mundo, 2016: La Educación al servicio de los pueblos y el planeta: creación de futuros sostenibles para todos Année de publication: 2016 Auteur institutionnel: UNESCO | Global Education Monitoring Report Team Education for People and Planet: Creating Sustainable Futures for All explores the complex relationship between education and the new 2030 Agenda for Sustainable Development, covering six fundamental pillars – Planet, Prosperity, People, Peace, Place and Partnerships. This report shows that education will not deliver its full potential unless participation rates increase dramatically and sustainable development guides education system reform. It also warns of the destructive impact that climate change, conflict, unsustainable consumption and the increasing gap between rich and poor have on education. A huge transformation is needed if we are to create sustainable futures for all. 
内蒙古生态文化建设战略研究 Année de publication: 2019 Auteur: WEI Zhiyong | BAI Zhifeng Auteur institutionnel: China Environment Publishing Group 《内蒙古生态文化建设战略研究》是由魏智勇教授和白志峰主任主持完成的内蒙 古哲学社会科学重点项目的最终研究成果。在认真分析研究国内外生态文化建设文献资料的基础上，深入系统地论证了内蒙古加强生态文化的必要性和重要性，较为全面地分析了内蒙古生态文化建设的现 状，明确了内蒙古生态文化建设的优劣条件、机遇和挑战，提出了内蒙古生态文化建 设的指导思想、目标、原则、重点任务，探索了一些切实可行的保障措施，希望对于 推动内蒙古生态文明和生态文化建设起到重要的理论指导作用。 
Educational Content up Close Examining the Learning Dimensions of Education for Sustainable Development and Global Citizenship Education Année de publication: 2019 Auteur institutionnel: UNESCO In taking ESD and GCED forward, UNESCO seeks to advance a holistic approach to education that emphasizes three inter-related dimensions of learning – the cognitive, social and emotional and behavioural.This publication summarizes the findings of a study commissioned by UNESCO to examine if and how these three dimensions of learning and teaching of ESD and GCED are reflected in pre-primary, primary and secondary educational content (ie. national laws, policies and the intended curriculum) in Costa Rica, Japan, Kenya, Lebanon, Mexico, Morocco, Portugal, Republic of Korea, Rwanda and Sweden. The outcome of this work shows a major pattern of commitment to the three learning dimensions in the selected countries and across the four education levels, with noteworthy nuances between ESD and GCED. 지속가능발전교육 및 세계시민교육의 학습 영역 연구: 국가별 교육 과정 분석을 중심으로 Année de publication: 2019 Auteur institutionnel: UNESCO 이 보고서는 유네스코가 의뢰한 연구 결과를 요약한 것으로, ESD 및 GCED의 교수·학습에 있어서 이 세 가지 영역이 취학전교육, 초등교육, 중등교육의 내용 (예: 국가법, 정책 및 의도된 교육과정)에 반영되고 있는지 여부와 어떻게 반영되고 있는지를 검토하고 있다. 연구 대상 국가로는 코스타리카, 일본, 케냐, 레바논, 멕시코, 모로코, 포르투갈, 한국, 르완다, 스웨덴 등 10개국이다. 이 연구결과는 선정 국가별, 교육단계별로 나타나는 세 가지 학습 영역에 대한 주요 양상을 보여주고 있으며, ESD와 GCED 사이의 미묘한 차이는 주목할 만하다. 
GCED: Taking It Local in Asia-Pacific; A Regional Study on GCED Localization and Challenges Année de publication: 2019 Auteur institutionnel: UNESCO Bangkok Global Citizenship Education (GCED) is often interpreted in theoretical ways, which may make GCED difficult for laypeople to understand from a local perspective. However, notions of GCED are deeply rooted in the cultures of the Asia-Pacific region and are very much related to daily life experiences.In the “Asia-Pacific Regional GCED Network 2018 Jakarta Meeting Final Report”, “Contextualize GCED in Asia-Pacific while keeping in mind the global view” has been identified as one of the actions needed for facilitating GCED implementation. Thus, this study attempts to link the concept of GCED with localized ideologies by showing some examples of the way GCED is understood in different cultural contexts in the Asia and Pacific region. 
The New educational pact: education, competitiveness and citizenship in modern society Année de publication: 1997 Auteur: Juan Carlos Tedesco Auteur institutionnel: UNESCO International Bureau of Education (IBE) As things are, individuals are just not sure where exactly they stand. The identity of the progressive educational movement and thought is in a state of crisis, and the simple answers of the past are no longer sufficient to define an educational policy which responds to the objectives of democracy and equity in the distribution of knowledge.This book is therefore a response to a personal need, which may be shared by others, namely the need to reflect on the role of education in this new social scenario laden with uncertainty and to try and find an alternative, both to the social disintegration derived from neo-liberal tendencies and to the totalitarian unity advocated in fundamentalist, anti-modern theories. The following script therefore moves between the past and the future. The look back at the past does not claim to be a historical analysis. It does try, on the other hand, to provide a useful instrument for a better understanding of what is changing. The glimpse into the future is not intended either to forecast what will happen, but to indicate which way we should be trying to guide our actions. As a result, the book is eclectic in more than one sense. From a theoretical point of view, it combines different disciplinary approaches : history, sociology, pedagogy, psychology and philosophy. From a political point of view, it adopts positions, but also allows for doubts and queries. Excluding doubt is a way of encouraging the predominance of dichotomous views, which promise us either a glorious destiny or total disaster. In this sense, the book tries not to fall into the trap of having to choose between pessimism and optimism and, perhaps excessively, assumes a conscious voluntarism based on a trust in the learning ability of human beings. Le Nouveau pacte éducatif: l'éducation, la compétitivité et la citoyenneté dans la société moderne Année de publication: 1997 Auteur: Juan Carlos Tedesco Auteur institutionnel: UNESCO International Bureau of Education (IBE) Comme les choses sont, les individus sont tout simplement pas sûr où ils se situent exactement. L'identité du mouvement éducatif progressive et de la pensée est dans un état de crise, et les réponses simples du passé ne sont plus suffisants pour définir une politique éducative qui répond aux objectifs de la démocratie et de l'équité dans la répartition des connaissances.Ce livre est donc une réponse à un besoin personnel, qui peut être partagé par d'autres, à savoir la nécessité de réfléchir sur le rôle de l'éducation dans ce nouveau scénario social chargé d'incertitude et d'essayer de trouver une solution de rechange, à la fois à la désintégration sociale dérivée des tendances néo-libérales et à l'unité totalitaire préconisée dans les théories fondamentalistes, anti-modernes. Le script suivant se déplace donc entre le passé et l'avenir. Le regard rétrospectif sur le passé ne prétend pas être une analyse historique. Il ne cherche, d'autre part, de fournir un instrument utile pour une meilleure compréhension de ce qui change. L'aperçu de l'avenir ne vise pas non plus de prévoir ce qui se passera, mais pour indiquer de quelle manière nous devrions essayer de guider nos actions. En conséquence, le livre est éclectique dans plus d'un sens. D'un point de vue théorique, il combine différentes approches disciplinaires: l'histoire, la sociologie, la pédagogie, la psychologie et la philosophie. D'un point de vue politique, il adopte des positions, mais permet également des doutes et des requêtes. Hors doute est un moyen d'encourager la prédominance des vues dichotomiques, qui nous promettent soit un destin glorieux ou d'une catastrophe totale. En ce sens, le livre essaie de ne pas tomber dans le piège d'avoir à choisir entre le pessimisme et l'optimisme et, peut-être trop, suppose un volontarisme conscient basée sur une confiance dans la capacité d'apprentissage des êtres humains. 
Curriculum Development and Review for Democratic Citizenship and Human Rights Education Année de publication: 2016 Auteur institutionnel: UNESCO | Council of Europe | Organization of American States (OAS) | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) Education for democratic citizenship and human rights education are vital for peaceful, sustainable and inclusive societies based on respect for the human rights of every person. Effective teaching and learning processes require well-trained teachers, positive learning environments and high-quality learning materials. This is underpinned by education policy, including curriculum development and review, which is the main focus of this book. The strengthening of education policies in the fields of education for democratic citizenship and human rights lies at the very heart of the efforts of the Council of Europe, the United Nations Educational, Scientific and Cultural Organization, the Office for Democratic Institutions and Human Rights of the Organization for Security and Co-operation in Europe, and the Organization of American States. These organisations have jointly produced this publication in order to support states’ commitment to fostering citizenship and human rights education and improving access to quality education for all. Élaboration et révision des programmes d'enseignement pour l'éducation à la citoyenneté démocratique et aux droits de l'homme Année de publication: 2016 Auteur institutionnel: UNESCO | Council of Europe | Organization of American States (OAS) | OSCE. Office for Democratic Institutions and Human Rights (ODIHR) Education for democratic citizenship and human rights education are vital for peaceful, sustainable and inclusive societies based on respect for the human rights of every person. Effective teaching and learning processes require well-trained teachers, positive learning environments and high-quality learning materials. This is underpinned by education policy, including curriculum development and review, which is the main focus of this book. The strengthening of education policies in the fields of education for democratic citizenship and human rights lies at the very heart of the efforts of the Council of Europe, the United Nations Educational, Scientific and Cultural Organization, the Office for Democratic Institutions and Human Rights of the Organization for Security and Co-operation in Europe, and the Organization of American States. These organisations have jointly produced this publication in order to support states’ commitment to fostering citizenship and human rights education and improving access to quality education for all.