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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
82 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
ๅก้ ๆไปฌๅธๆ็ๆชๆฅ: ่ๅๅฝๅฏๆ็ปญๅๅฑๆ่ฒๅๅนด(2005-2014ๅนด); ๆๅๆฅๅ; ๆฆ่ฆ ๋ฐํ ์ฐ๋: 2014 ์ ์: Carolee Buckler | Heather Creech ๋จ์ฒด ์ ์: UNESCO This summary for policy- and decision-makers provides a brief overview of the key findings and trends, a synopsis of highlights, challenges and actions across all levels and areas of education, and steps for scaling up actions presented in the UNESCO 2014 Global Monitoring and Evaluation Final Report, Shaping the Future We Want โ UN Decade of Education for Sustainable Development (2005-2014). The Final Report provides an assessment of progress towards embedding education for sustainable development (ESD) into education systems and into sustainable development efforts. Building on the findings of the past two DESD Global Monitoring and Evaluation reports, and based upon Member Statesโ and other stakeholdersโ assessments of the current state of ESD, the Final Report maps the achievements and challenges of a decade of progress and action on ESD at the global, national, regional and local levels, and within all areas and levels of education. The Final Report concludes that a solid foundation has been laid for ESD at the end of the DESD, achieved by raising awareness, influencing policies and generating significant numbers of good practice projects in all areas of education and learning. At the end of 10 years of work, 10 key findings and trends have emerged that will guide ESD into the future. The report also shows that despite the successes, a full integration of ESD into education systems has yet to take place in most countries. Shaping the future we want: UN decade of education for sustainable development; final report ๋ฐํ ์ฐ๋: 2014 ์ ์: Carolee Buckler | Heather Creech ๋จ์ฒด ์ ์: UNESCO The United Nations Decade of Education for Sustainable Development (2005 โ2014) (DESD) aimed at integrating the principles and practices of sustainable development into all aspects of education and learning, to encourage changes in knowledge, values and attitudes with the vision of enabling a more sustainable and just society for all. The mandate of the DESD has energized a vast number of stakeholders โ across Member States, UN agencies, the education sector, the private sector and civil society โ to work in partnership to reorient education systems towards sustainable development. This final DESD Global Monitoring and Evaluation Report (GME) provides an assessment of progress towards embedding Education for Sustainable Development (ESD) into education systems and into sustainable development efforts. Building on the findings of the past two DESD GME reports, and based upon Member Statesโ and other stakeholdersโ assessments of the current state of ESD, this report maps the achievements and challenges of a decade of progress and action on ESD at the global, regional, national and local levels โ and within all areas and levels of education. ุนูุฏ ุงุฃูู
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ุฉ (2014-2005) ุงูุชูุฑูุฑ ุงูุฎุชุงู
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ูุฎุต ๋ฐํ ์ฐ๋: 2014 ์ ์: Carolee Buckler | Heather Creech ๋จ์ฒด ์ ์: UNESCO This summary for policy- and decision-makers provides a brief overview of the key findings and trends, a synopsis of highlights, challenges and actions across all levels and areas of education, and steps for scaling up actions presented in the UNESCO 2014 Global Monitoring and Evaluation Final Report, Shaping the Future We Want โ UN Decade of Education for Sustainable Development (2005-2014). The Final Report provides an assessment of progress towards embedding education for sustainable development (ESD) into education systems and into sustainable development efforts. Building on the findings of the past two DESD Global Monitoring and Evaluation reports, and based upon Member Statesโ and other stakeholdersโ assessments of the current state of ESD, the Final Report maps the achievements and challenges of a decade of progress and action on ESD at the global, national, regional and local levels, and within all areas and levels of education. The Final Report concludes that a solid foundation has been laid for ESD at the end of the DESD, achieved by raising awareness, influencing policies and generating significant numbers of good practice projects in all areas of education and learning. At the end of 10 years of work, 10 key findings and trends have emerged that will guide ESD into the future. The report also shows that despite the successes, a full integration of ESD into education systems has yet to take place in most countries. Faรงonner l'avenir que nous voulons: dรฉcennie des Nations Unies pour l'รฉducation au service du dรฉveloppement durable (2005-2014), rapport final, rรฉsumรฉ ๋ฐํ ์ฐ๋: 2014 ์ ์: Carolee Buckler | Heather Creech ๋จ์ฒด ์ ์: UNESCO This summary for policy- and decision-makers provides a brief overview of the key findings and trends, a synopsis of highlights, challenges and actions across all levels and areas of education, and steps for scaling up actions presented in the UNESCO 2014 Global Monitoring and Evaluation Final Report, Shaping the Future We Want โ UN Decade of Education for Sustainable Development (2005-2014). The Final Report provides an assessment of progress towards embedding education for sustainable development (ESD) into education systems and into sustainable development efforts. Building on the findings of the past two DESD Global Monitoring and Evaluation reports, and based upon Member Statesโ and other stakeholdersโ assessments of the current state of ESD, the Final Report maps the achievements and challenges of a decade of progress and action on ESD at the global, national, regional and local levels, and within all areas and levels of education. The Final Report concludes that a solid foundation has been laid for ESD at the end of the DESD, achieved by raising awareness, influencing policies and generating significant numbers of good practice projects in all areas of education and learning. At the end of 10 years of work, 10 key findings and trends have emerged that will guide ESD into the future. The report also shows that despite the successes, a full integration of ESD into education systems has yet to take place in most countries. Review of contexts and structures for education for sustainable development 2009: key findings & ways forward ๋ฐํ ์ฐ๋: 2009 ๋จ์ฒด ์ ์: UNESCO This document suggests key findings and ways forward in review of the contexts and strctures of education for sustainable development. Examen des contextes et des structures de l'รฉducation pour le dรฉveloppement durable 2009: principales dรฉcouvertes et perspectives ๋ฐํ ์ฐ๋: 2009 ๋จ์ฒด ์ ์: UNESCO Ce document propose des conclusions et des pistes essentielles pour l'examen des contextes et des structures de l'รฉducation pour le dรฉveloppement durable. An Evaluation of UNESCO Publications on Human Rights Education ๋ฐํ ์ฐ๋: 2002 ์ ์: Audrey Osler, Hugh Starkey, Kerry Vincent The purpose of this evaluation was to contribute to the formulation of a future strategy on Human Rights Education (HRE). The evaluation focused on nine publications commissioned by UNESCO Headquarters and field offices between 1997 and 2001.The relevance of the publications was assessed in light of UNESCOโs HRE goals and objectives. These were identified in UNESCO documents such as the 1995 Declaration and Integrated Framework of Action on Education for Peace, Human Rights and Democracy. The evaluation also included a report on the perception of users and UNESCO staff of the dissemination and impact of these publications, based on 11 staff interviews and an email questionnaire with 11 responses from 10 countries. In addition, the evaluators provided guidelines for the future development and evaluation of HRE publications. Education pour le dรฉveloppement durable: bonnes pratiques en matiรจre de biodiversitรฉ ๋ฐํ ์ฐ๋: 2012 ๋จ์ฒด ์ ์: UNESCO To support the growing interest in biodiversity issues and ESD, UNESCO is publishing this volume containing 24 examples of programmes addressing biodiversity 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, non-formal and informal learning situations. Education for sustainable development; good practices in addressing biodiversity ๋ฐํ ์ฐ๋: 2012 ๋จ์ฒด ์ ์: UNESCO To support the growing interest in biodiversity issues and ESD, UNESCO is publishing this volume containing 24 examples of programmes addressing biodiversity 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, non-formal and informal learning situations. 
Terrorism, Religious and Ethnic Intolerance Issues in the Syllabuses and Textbooks of Bengali and English Medium and Madrasah Education in Bangladesh an Appraisal ๋ฐํ ์ฐ๋: 2014 ์ ์: NM Sajjadul Hoque The author argues that education is a catalyst for social change and a powerful instrument for overcoming social and security problems. In other words, the author believes that syllabuses and textbooks of both the general and madrasa education streams of Bangladesh have a significant role in educating people to counter terrorism as well as religious and ethnic intolerance. This paper attempts, however, by reviewing the current syllabuses and textbooks of general and madrasa education streams, and also by assessing peoplesโ opinions in Bangladesh, to know whether the syllabuses and text books are adequately addressing, or not, the issues of terrorism and religious and ethnic intolerance.