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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）。 
教科文组织在实施全球公民教育以及促进和平与人权教育和可持续发展教育中的作用和责任 出版年份: 2015 机构作者: UNESCO This document is an addendum to document 196 EX/32. This item was included in the provisional agenda of the 196th session of the Executive Board at the request of Austria and Italy 
教育造福 人类与地球：为全民创造可持续的未来, 2016 全球教育监测报告; 摘要 出版年份: 2016 机构作者: UNESCO The GEM Report provides an authoritative account of how education is the most vital input for every dimension of sustainable development. Better education leads to greater prosperity, improved agriculture, better health outcomes, less violence, more gender equality, higher social capital and an improved natural environment. Education is key to helping people around the world understand why sustainable development is such a vital concept for our common future. Education gives us the key tools – economic, social, technological, even ethical – to take on the SDGs and to achieve them. These facts are spelled out in exquisite and unusual detail throughout the report. Yet the report also emphasizes the remarkable gaps between where the world stands today on education and where it has promised to arrive as of 2030. 
爱知县名古屋可持续发展教育宣言 出版年份: 2014 机构作者: 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. 
教育促进实现可持续发展目标: 学习目标 出版年份: 2017 机构作者: UNESCO 自1992年起，教科文组织一直致力于促进可持续发展教育（ESD）。教科文组织引领了联合国可持续发展教育十年（2005‒2014年），目前本组织正大力倡导其后续工作“全球可持续发展教育行动计划”（GAP）。 可持续发展教育的势头从未如此强劲。气候变化等全球问题迫切要求我们转变生活、思维和行动的方式。要实现这种改变，我们需要新的技术、价值观和态度，增加社会的可持续性。 面对这种迫切的需求，教育系统必须厘清相关的学习目标和学习内容，引进能增强学习者能力的教学法，敦促各教育机构在其管理结构中纳入可持续性原则。 新的《2030年可持续发展议程》清楚体现对适当教育重要性的认识。教育被单独作为一个明确的目标——可持续发展目标4。其他可持续发展目标（SDG）中也涵盖了多个与教育有关的具体目标和指标。 教育不仅本身是我们孜孜以求的目标，还是实现所有其他可持续发展目标的手段。它既是可持续发展的内在组成部分，也是推动实现可持续发展的关键因素。因此，教育是实现可持续发展目标的一项关键战略。 本出版物旨在为教育专家们提供一部指南，以便他们在学习过程中利用可持续发展教育促进实现可持续发展目标，从而为实现可持续发展目标作出贡献。对于每项可持续发展目标，这部指南都标明了指示性学习目标，并提出了拟议的专题和学习活动。指南中还介绍了从课程设计到国家战略等不同层级的实施方法。 这部指南不是为了作出任何硬性规定，而是要提供指导和建议，以便教育者根据具体的学习环境作出选择和调整。 塑造明天的教育:联合国可持续发展教育十年2012年报告,简写本 出版年份: 2012 机构作者: UNESCO As the lead agency for the UN Decade of Education for Sustainable Development (DESD, 2005 – 2014), UNESCO is responsible for monitoring and evaluating progress during the DESD. UNESCO is publishing three reports during the DESD – in 2009, 2012 and 2014. This second report focuses specifically on processes and learning in the context of Education for Sustainable Development (ESD). What kinds of learning processes have emerged in the course of the DESD? What is the role of ESD in supporting them? What changes in ESD have occurred since the early years of the Decade? The report is informed by a broad consultation process that includes input from hundreds of policy makers, scholars and practitioners engaged in ESD around the world.