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التعليم من أجل التنمية المستدامة 出版年份: 2016 作者: Altayeb Ahmed 机构作者: National Center for Curriculum and Educational Research تتناول الورقة التعليم من أجل التنمية المستدامة. يفتح من خلال مناقشة مفهوم التعليم من أجل التنمية المستدامة. يربط المؤلف بوضوح كيف ينظر التعليم إلى البيئة وكيف يجب أن نحافظ عليه. 
التربية من أجل التنمية المستدامة التجربة التونسية أنموذجا 出版年份: 2006 作者: Fatima Al-Tarhouni 机构作者: Federation of the Universities of the Islamic World يقدم المؤلف في هذه المقالة وصفا تحليليا للتعليم من أجل التنمية المستدامة. تستخدم التجربة التونسية كمثال على تطبيق التعليم من أجل التنمية المستدامة. 
UNESCO's Role and Responsibilities in Implementing Global Citizenship Education and Promoting Peace and Human Rights Eudcation and Education for Sustainable Development 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 Función y responsabilidades de la UNESCO en la realización de la educación para la ciudadanía mundial y la promoción de la educación para la paz y los derechos humanos y la educación para el desarrollo sostenible 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 Rôle et responsabilités de l'UNESCO dans la mise en oeuvre de l'éducation à la citoyenneté mondiale et la promotion de l'éducation relative à la paix et aux droits de l'homme et de l'éducation en vue du développement durable 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 Роль и ответственность ЮНЕСКО в реализации программ обучения основам глобальной гражданственности, в поощрении воспитания в духе мира и прав человека и в образовании в интересах устойчивого развития 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 
Global Monitoring of Target 4.7: Themes in National Curriculum Frameworks; Background Paper Prepared for the 2016 Global Education Monitoring Report 出版年份: 2016 机构作者: UNESCO International Bureau of Education (IBE) This study is an initial attempt to monitor ESD and GCED content in curricula globally. The goal here is to analyse national curriculum documents to reveal if, how, and to what extent ESD and GCED content is present across the globe. For this purpose, the research team developed a coding scheme based on key ESD and GCED knowledge, skills, behaviours and pedagogies that was used in evaluating the various national curriculum documents for evidence of ESD and GCED content. In this paper, we present the study in the following order. Further explanation of ESD and GCED, and a discussion of issues relating to their implementation and monitoring will come first. Then we will review similar studies that have also attempted to monitor GCED and ESD through content analysis. The study’s methods and findings will then be presented, followed by a discussion of the challenges addressed in developing a coding system to monitor curricula effectively. Finally, we share a series of recommendations that will focus on ways for moving forward in monitoring GCED and ESD effectively, both at a curricular level and beyond. 
Non-formal and Informal Programs and Activities that Promote the Acquisition of Knowledge and Skills in Areas of Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) 出版年份: 2016 作者: Ashley Stepanek Lockhart 机构作者: UNESCO This study will examine the nature of, and how, non-formal and informal programs and activities contribute to the acquisition of knowledge and skills for children, adolescents, youth and adults in precise areas of Target 4.7. This will be done by highlighting different definitions, conceptual approaches and history, along with policies of GCED and ESD and non-formal education and informal learning, comparing attempts to operationalize GCED and ESD to indicators for measurement and monitoring and challenges therein, and by identifying relevant sample programs and activities from around the world to analyze and consider using as data sources. How non-formal and informal provision related to GCED and ESD links to formal education will be considered, along with its connection to the larger notion of lifelong learning. 
Towards the development of an international module for assessing learning in Global Citizenship Education (GCE) and Education for Sustainable Development (ESD): a critical review of current measurement strategies 出版年份: 2016 作者: Bryony Hoskins 机构作者: UNESCO The aim of the study is to support the development of an indicator for target 4.7 of the UN sustainable development goals (STG). The study provides a conceptual framework for measuring the competences from global citizenship education (GCE) and education for sustainable development (ESD) from a review of the literature and then an audit of the different aspects of these competences. The study establishes the extent that these competences can be measured using existing data. The results of this analysis show that most dimensions of GCE can to some extent be measured by the existing IEA ICCS 2009 and 2016 datasets and an outline of how this data can be used to develop an initial indicator or set of indicators for target 4.7 is given. However, in contrast, the study finds that existing data is much more limited on measuring ESD and the existing data does not provide enough coverage for indicator development at the moment. The study recommends that in order to provide a more comprehensive measure of both these competences it would be necessary to develop a new module on GCE and ESD. After considering the options, it is concluded that the most realistic option is for this module to be attached to the existing IEA ICCS survey. The study concludes that an indicator of all citizens across the whole world is probably unrealistic considering the challenges faced, but what could be achievable is an indicator covering some countries from each region from around the world. To make this a reality considerable political effort and search for funding would be required to engage new regions to the ICCS survey, for example, from Africa and the Middle East 
Developing a Monitoring Instrument to Measure Extracurricular and Non-formal Activities which Promote Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) 出版年份: 2016 作者: Bassel Akar 机构作者: UNESCO The goal on Education is 1 of 17 Sustainable Development Goals that comprises a target to ensure all learners around the world have an opportunity to develop the competencies to promote sustainable approaches to living, including appreciating of cultural diversity, non-violence, and gender equality. Extracurricular activities and non-formal education (ENA) provides a non-traditional space for learning global citizenship and sustainable development. Around the world, communities have organized education programs and activities for youth outside school to learn the values and practices of being global citizens. Research shows, however, that most efforts to review and improve ENA for global citizenship and sustainable development have focused on summative evaluations with little attention to formative approaches of monitoring. Drawing on basic principles of action research, sustainable professional development, and education quality enhancement, a monitoring framework emerges to support organizations around the world in measuring progress towards education for global citizenship and sustainable development. This framework also suggests (1) inclusive monitoring spaces like internal reviews and online social networking platforms, (2) roles of stakeholders like donor agencies in institutionalizing monitoring practices, (3) instruments and measurable scales to facilitate dialogues that review program objectives and action plans, and (4) challenges in inclusive and sustainable monitoring tools and approaches.