์๋ฃ
์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
795 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
UNESCO strategy for the second half of the United Nations decade of education for sustainable development ๋ฐํ ์ฐ๋: 2010 ๋จ์ฒด ์ ์: UNESCO The UNESCO Strategy for the Second Half of the United Nations (UN) Decade of Education for Sustainable Development (DESD) draws on the findings and lessons learnt from the first phase of the DESD monitoring and evaluation (M&E) process (as reflected in the 2009 DESD M&E report Learning for a Sustainable World: Review of Contexts and Structures for Education for Sustainable Development. It also builds on the UNESCO World Conference on ESD and the Bonn Declaration as well as on the outcomes of other key international ESD meetings. The Bonn Declaration gives particular emphasis to the importance of education for the global development agenda and underlines the essential contribution of ESD to shaping the purpose, content and quality of all education. The UNESCO strategy will be implemented in line with the International Implementation Scheme (IIS), which, along with the Bonn Declaration, will provide the global strategic framework for UNESCO and its DESD partners during the second half of the Decade. The Strategy takes into account key DESD regional challenges and opportunities. It is also shaped by the shared vision of education emerging from the four 2008-2009 UNESCO international education conferences: one of education systems that encourage equity and inclusion, quality learning, flexibility and innovation. While UNESCO puts highest emphasis on achieving Education for All (EFA), the Organizationโs actions in education extend beyond this, to pay explicit attention to inclusion, social cohesion and social justice, to lifelong learning and to the crucial role of higher education and research. The overall goal of the UNESCO Strategy for the Second Half of the DESD is to support Member States and other stakeholders in addressing global sustainable development challenges at regional, national and global level through ESD, thus addressing the challenges of learning for bringing about a more sustainable world. 
L'Education au dรฉveloppement durable: visions d'enfants ๋ฐํ ์ฐ๋: 2011 ๋จ์ฒด ์ ์: UNESCO These eleven drawings and paintings were entered in the UNESCO โDraw me peaceโ competition. Each drawing represents a particular aspect of Education for Sustainable Development and reflects the next generationsโ vision for a better, fairer future. 
Teaching respect for all: implementation guide ๋ฐํ ์ฐ๋: 2014 ๋จ์ฒด ์ ์: UNESCO Teaching Respect for All is a joint UNESCO-United States of America-Brazil project launched in January 2012 to counteract discrimination both in and through education. Acknowledging that discrimination is on the rise worldwide, Teaching Respect for All promotes an educational response to counter discrimination and violence through strengthening the foundations of mutual tolerance and cultivating respect for all people, regardless of colour, gender, class, sexual orientation, national, ethnic, or religious orientation/identity. Teaching Respect for All has chosen to focus efforts on the formal and informal classroom, targeting learners of 8-16 years old, and aims to build curiosity, openness, critical thinking and understanding among youth learners, thus equipping them with the awareness, knowledge, and skills to cultivate respect and stop discrimination on all levels. The project is founded on the universal values and core principles of human rights, while acknowledging each country has its own history and mechanism for addressing the issue of discrimination in education. Working knowledge: symbiosis of programmes in science teaching, environmental education, and technical and vocational education ๋ฐํ ์ฐ๋: 2006 ์ ์: Saif R. Samady ๋จ์ฒด ์ ์: UNESCO UNESCOโs work in science teaching began shortly after the Organization was established. After the Second World War, many schools in Europe were in great need of science equipment. To meet this need, the Organization sponsored the publication of a small volume entitled Suggestions for Science Teachers in Devastated Countries. The book was further developed to include a wide range of guidelines for simple equipment and science experiments and published in 1956 as the UNESCO Source Book for Science Teaching. Over the years, the Source Book was revised several times and translated into more than twenty-five languages. During five decades, the Organization promoted worldwide exchange of information and innovations in science education and assisted many Member States, especially the developing countries, in setting up science teacher training programmes, curriculum development centres, and projects for design and development of science equipment. Education for sustainable development: good practices in addressing climate change ๋ฐํ ์ฐ๋: 2012 ๋จ์ฒด ์ ์: UNESCO Since the beginning of the UN Decade of Education for Sustainable Development (DESD, 2005-2014), the DESD Secretariat at UNESCO Headquarters in Paris has received numerous requests for case studies and descriptions of good practices in Education for Sustainable Development (ESD). These requests have increasingly included issues of providing an educational response to climate change. The increasing number of requests is only one indicator that climate change education is increasingly recognized in the broader education community as an essential part of ESD and life-long learning. ESD is a complex and evolving subject, and how it is applied and implemented is a challenge for all countries. The Decade aims to see ESD implemented in thousands of local situations on the ground, involving its integration into a multitude of different learning situations. These initiatives can be catalysts for action and contribute to the goals and objectives of the Decade. In such ways, organizations, local communities and individuals can be actors within the global movement for sustainable development. To support the growing interest in climate change issues and ESD, UNESCO is publishing this volume containing 17 examples of programmes addressing climate change in ESD settings and practices. These good practices and shared experiences, which were provided by a range of different stakeholders, are concrete examples of successful implementation of ESD in different fields and sectors, from the political to the school level, and including formal, nonformal and informal learning situations. International implementation scheme for the UN decade of education for sustainable development, 2005-2014 ๋ฐํ ์ฐ๋: 2005 ๋จ์ฒด ์ ์: UNESCO In December 2002, the UN General Assembly adopted a resolution to put in place a UN Decade of Education for Sustainable Development, lasting from 2005 to 2014. UNESCO was tasked with leading the Decade and developing an International Implementation Scheme (IIS). 
United Nations decade of education for sustainable development (2005-2014): international implementation scheme ๋ฐํ ์ฐ๋: 2005 ๋จ์ฒด ์ ์: UNESCO The International Implementation Scheme (IIS) sets out a broad framework for all partners to contribute to the Decade. It is a strategic document that focuses primarily on what nations have committed to achieve through the DESD and under UNESCOโs leadership. It summarizes the goals and objectives of the Decade, and its relationship to other key education movements. It emphasizes the importance of partnership in the eventual success of the Decade and outlines how these might contribute at all levels โ community, national, regional, and international. It outlines UNESCOโs leadership tasks. The IIS also lists key milestones for the DESD. It then lays out seven strategies for moving forward with ESD and describes how this wide range of partners can develop contributions based on their particular contexts. Those not familiar with the background of the Decade or Education for Sustainable Development are referred to Annex I of this document, which provides a succinct summary of key trends as well as other important background information. The IIS should foster collective ownership of the DESD. The IIS describes pathways forward in the hope that it will stimulate imagination, creativity, and energy to make the DESD a success. It is envisaged that regions and nations will create plans, strategic approaches, and timetables on the basis of the framework provided by this International Implementation Scheme. 
Reaching the Unreached: Indigenous Intercultural Bilingual Education in Latin America ๋ฐํ ์ฐ๋: 2009 ์ ์: Luis Enrique Lรณpez ๋จ์ฒด ์ ์: UNESCO The paper focuses on the educational situation of the most marginalized children and adolescents in Latin America: those belonging to indigenous homes and communities. To illustrate indigenous marginalization and exclusion as well as the development of intercultural bilingual education (IBE) six countries have been chosen: Bolivia, Ecuador, Guatemala, Mexico, Paraguay and Peru. 
A Review of education for sustainable development policies from a cultural diversity and intercultural dialogue perspective: identifying opportunities for future action ๋ฐํ ์ฐ๋: 2009 ์ ์: Daniella Tilbury | I. Mulร ๋จ์ฒด ์ ์: UNESCO This review highlights the striking absence of culture in ESD, a gap also acknowledged by participants at the UNESCO World Conference on Education for Sustainable Development held in Bonn, Germany, from 31 March to 2 April 2009. The final declaration emphasizes that ESD is about 'creative and critical approaches, long-term thinking, innovation and empowerment for dealing with uncertainty', and for solving complex problems, highlighting in particular the interdependence of environment, economy, society, and cultural diversity from local to global levels. The review and its methodology provide an instructive example of ways to articulate the linkages between cultural diversity, intercultural dialogue and ESD, required for a sustainable future. Innovative practices of youth participation in media: a research study on twelve initiatives from around the developing and underdeveloped regions of the world ๋ฐํ ์ฐ๋: 2006 ์ ์: Sanjay Asthana ๋จ์ฒด ์ ์: UNESCO This book will be useful as a research and reference guide to community-based media centres, media education practitioners, non-governmental organizations, policy-makers, planners, media professionals, social activists, researchers, etc. A direct contribution of the book are the several examples that can be adapted and/or replicated by various initiatives as they embark on building youth media programmes around the world.