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改革英雄 出版年份: 2015 作者: Josh Elder | Natabara Rollosson | Sean Southey | Grace Allison | Karl Kesel | Grace Allison 机构作者: Project Everyone | PCI Media Impact | Reading With Pictures Heroes for Change has been created for the World's Largest Lesson Initiative to share information on the global goals. 
教育与气候变化 学会为造福人类和地球而行动 出版年份: 2024 机构作者: Global Education Monitoring Report Team | Monitoring and Evaluating Climate Communication and Education Project (MECCE) | University of Sakatchewan 教育如何促成气候变化行动？尽管有强有力的证据表明教育可以影响其他发展成果，并在培养促进可持续发展转型的专业能力方面发挥着重要作用，但在其他部门的战略、政策、规划和筹资考量中，却常常看不到教育的踪影。《全球教育监测报告》现推出一个新的出版物系列，以推动关于教育与其他可持续发展目标之间相互关系的对话。该系列的第一份出版物聚焦气候变化。其中首先分析了气候变化对教育日渐增强的影响，随后探讨了教育在气候行动中的作用。教育在培养促进向绿色经济转型的专业能力方面的贡献，在某种程度上未得到充分重视。人们普遍认为，正规、非正规和非正式学习在推动采取减缓和适应气候变化的行动方面也发挥着关键作用。然而，由于受教育程度与不可持续的消费水平之间存在正相关关系，而且关于教育对气候变化适应和减缓行动的直接影响方面的许多研究尚无定论，这在一定程度上导致教育在全球和国家气候变化议程中不受重视。本出版物认为，需要对气候变化教育作出调整，以充分发挥其潜力。教育模式不能仅仅依靠知识传授，还需要注重社会情感和行动导向学习。大部分研究都侧重于受教育程度和认知学习的影响。因此，需要开展更多研究，以评估教育还可以借由哪些其他驱动因素来影响行为并推动气候变化行动。需要借助此类研究来制定可行的教育改革方案，以完善课程设置，加强学校和教育系统的气候行动准备工作，让学习者参与进来，并使教育工作者做好相应的准备。 
联合国教科文组织世界可持 续发展教育大会, 会议记录 出版年份: 2009 机构作者: German National Commission for UNESCO | German Federal Ministry of Education and Research (BMBF) As the United Nations Decade of Education for Sustainable Development (DESD) approached its midpoint, the “UNESCO World Conference on Education for Sustainable Development – Moving into the Second Half of the UN Decade” was held from 31 March to 2 April 2009 in Bonn, Germany. It brought together 900 participants from 147 countries, among them 49 Ministers and Deputy-Ministers. Participants included representatives of UNESCO Member States, UN agencies, civil society organizations, education institutions, youth, and the private sector, as well as individual experts. The Conference was organized by UNESCO and the German Federal Ministry of Education and Research, in cooperation with the German Commission for UNESCO. The programme was developed in consultation with an international advisory group. 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: UNESCO This document suggests key findings and ways forward in review of the contexts and strctures of education for sustainable development. 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. 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’. 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: 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. 
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。 
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.