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审查可持续发展教育的背景和结构,2009年:重要发现与前行之路 2009 出版年份: 2009 机构作者: 联合国教科文组织 (UNESCO) This document suggests key findings and ways forward in review of the contexts and strctures of education for sustainable development. 联合国 可持续发展教育十年 后半期战略 出版年份: 2010 机构作者: 联合国教科文组织 (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 Organization’s 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. 可持续发展教育（ESD）为21世纪建设一个更加美好和更加公平的世界 出版年份: 2012 机构作者: UNESCO Education for Sustainable Development allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. Education for Sustainable Development means including key sustainable development issues into teaching and learning; for example, climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. It also requires participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for sustainable development. Education for Sustainable Development consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. Education for Sustainable Development requires far-reaching changes in the way education is often practised today. UNESCO is the lead agency for the UN Decade of Education for Sustainable Development (2005-2014). 反思教育：向“全球共同利益”的理念转变？ 出版年份: 2015 机构作者: UNESCO The changes in the world today are characterized by new levels of complexity and contradiction. These changes generate tensions for which education is expected to prepare individuals and communities by giving them the capability to adapt and to respond. This publication contributes to rethinking education and learning in this context. It builds on one of UNESCO’s main tasks as a global observatory of social transformation with the objective of stimulating public policy debate.It is a call for dialogue among all stakeholders. It is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity, and shared responsibility for a sustainable future. These are the fundamentals of our common humanity. This book enhances the vision provided by the two landmark UNESCO publications: Learning to Be: The world of education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure within (1996), the ‘Delors Report’. 
教科文组织在全球/地区范围内协调和支持落实可持续发展目标4—2030年教育 出版年份: 2017 机构作者: 联合国教科文组织 (UNESCO) 塑造我们希望的未来: 联合国可持续发展教育十年(2005-2014年); 最后报告; 概要 出版年份: 2014 作者: Carolee Buckler | Heather Creech 机构作者: 联合国教科文组织 (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 – 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 States’ and other stakeholders’ 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. 
教科文组织助力 《2030年可持续发展议程》 出版年份: 2017 机构作者: 联合国教科文组织 (UNESCO) The United Nations 2030 Agenda for Sustainable Development, with its 17 Sustainable Development Goals, sets forth a bold new framework for development cooperation over the next 15 years. This agenda aspires to ensure prosperity and well-being for all women and men, while protecting our planet and strengthening the foundations for peace. 九个人口大国关于2015年后教育的联合声明 : 伊斯兰堡声明 出版年份: 2014 机构作者: 联合国教科文组织 (UNESCO) This statement is adopted by the participants of the 10th E-9 Ministerial Review Meeting held in Islamabad, Pakistan, on November 27-28, 2014. They have taken stock of the progress made since 2000 and challenges remaining in the nine countries in achieving the six Education for All (EFA) goals, and reflected on the priorities and prospects for each country to sustain and further advance educational development beyond 2015. Their deliberations were based on a careful examination of the National EFA 2015 Reviews of the countries concerned, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), the Outcome Document of the United Nations General Assembly Open Working Group on Sustainable Development Goals, and took into account the Aichi-Nagoya Declaration on Education for Sustainable Development as well as the changing global environment that shapes the cooperation among the E-9 countries. 
反思教育：向 “全球共同利益” 的理念转变？ 出版年份: 2015 机构作者: UNESCO 当今世界的错综复杂和矛盾冲突，达到了前所未有的程度。这些变化引发了紧张不安，人们寄希望于教育能够培养个人和社会掌握适应变化并做出反应的能力。本出版物有助于在这一背景下反思教育与学习。本书立足于教科文组织作为全球社会变革观测站的主要任务，目的是促进公共政策辩论。本书呼吁所有利益攸关方开展对话。这是一部在人文主义教育观和发展观的启迪下完成的作品，以尊重生命和人类尊严、权利平等、社会正义、文化多样性、国际团结和为创造可持续的未来承担共同责任为基础，而这些正是人性的基本共同点。本书彰显了教科文组织具有里程碑意义的两部出版物提出的愿景——《学会生存：教育世界的今天和明天》（《富尔报告》，1972年）和《学习：内在的财富》（《德洛尔报告》，1996年）。 共 鸣文化多样性 ─ 发展之路 出版年份: 2011 机构作者: UNESCO This founding text was the first to acknowledge cultural diversity as “the common heritage of humanity”. It is with great pride that UNESCO is commemorating the 10th anniversary of the Declaration. Commemorate – from the Latin cum memorare – means quite literally “to remember together” or “to remember with”. This collection is compiled the voices of all those who have contributed to the heightening of human awareness by throwing into relief the inestimable value of cultural diversity. These excerpts from books, articles and statements by global intellectual and political leaders, artists and Nobel Prize-winners all call for the safeguarding of cultural diversity, which is inseparable from respect for human dignity. Their voices resound in bearing witness to the strength of cultural diversity and to its capacity to enlighten the minds of women and men. We are duty-bound to ensure that it is central to public policies and a resource for development and dialogue among nations. The United Nations was born of the determination of men and women “to save succeeding generations from the scourge of war...”. In accordance with that principle, UNESCO was established on a key idea, expressed at the very beginning of its Constitution: “... since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed”. In the world today, globalized, connected and interdependent as never before, this mission is more vital than ever. The rapprochement of peoples and cultures requires a commensurately global awareness. Cultural diversity has always been at the heart of international relations. It is also, increasingly, a feature of the contemporary mixed and plural societies in which we live. In view of this reality, we must formulate appropriate public policies and rethink the mechanisms of social cohesion and civic participation. How can we build common ground on the basis of such diversity? How can we construct genuine moral and intellectual solidarity of humanity? Any new vision of humanism must be grounded itself in the dynamism and diversity of cultural heritage. It is a source of inspiration and knowledge to be shared and a means of broadening our horizons. The goal of the UNESCO Universal Declaration on Cultural Diversity is to provide keys and benchmarks for capitalizing on this wealth. There can be no sustainable governance if cultural diversity is not acknowledged. There can be no economic and social development if specific features of every culture are belittled and ignored.