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2000－2015年 全民教育： 成就与挑战; 全民教育 全球监测报告, 2015; 摘 要 出版年份: 2015 机构作者: UNESCO At the World Education Forum in Dakar, Senegal, in 2000, governments from 164 countries, together with representatives of regional groups, international organizations, donor agencies, non-government organizations (NGOs) and civil society, adopted a Framework for Action to deliver Education for All (EFA) commitments. The Dakar Framework comprised 6 goals and their associated targets to be achieved by 2015, and 12 strategies to which all stakeholders would contribute. The EFA Global Monitoring Report (GMR) has monitored progress on an almost annual basis towards the EFA goals and the two education-related Millennium Development Goals (MDGs). The 2015 GMR provides a complete assessment of progress since 2000 towards the target date for reaching the Dakar Framework’s goals. It takes stock of whether the world achieved the EFA goals and stakeholders upheld their commitments. It explains possible determinants of the pace of progress. Finally, it identifies key lessons for shaping the post-2015 global education agenda. 
这是我们的2015 教育回望#EduVerdict 你的呢？ 出版年份: 2015 机构作者: UNESCO This report highlights the progress and challenges that countries have faced over 15 years, brining together the voices of young people to show how Education for All (EFA) has affected their lives. 
中小学环境教育实施指南 出版年份: 2005 机构作者: China. Ministry of Environmental Protection The UN proposed sustainable development and environmental education in Agenda 21 as an educational goal for the twenty-first century. In many developed countries, environmental education has become an important part of education that is compatible with social development. China is also facing serious environmental problems that make more demands for mode of economic development and level of environment protection. Since the 1980s, although environmental education has been carried out in primary and secondary schools, its concentration was no more than imparting environmental knowledge. In order to nurture the idea of sustainable development for students and encourage them to take action for a sustainable future, the Ministry of Education of PRC has formally incorporated environmental education in the foundation course of primary and secondary schools. This guide aims to provide concrete advice for teachers and other educators to organize activities to foster students’ comprehensive understanding of the environmental system and develop their capacities to take responsibilities for environment protection in social life. It also gives advice for the school’s administrative departments to manage and support these activities, to exploit and develop multiple environmental education resources, and to apply different methods and strategies to environmental education. In addition, it provides methods of evaluating environmental education as a starting point to adjust and improve the implementation of environmental education. 2014 课程标准 品格与公民教育 小学 出版年份: 2014 机构作者: Singapore. Ministry of Education. Student Development Curriculum Division Character and Citizenship Education (CCE) has always been at the heart of Singapore's education system. In CCE, students learn to be responsible to family and community; and understand their roles in shaping the future of nation. The emerging trends and global developments that impact the society, such as social changes, globalisation and technological advancements are taken into consideration in the development of the CCE curriculum.The goal of CCE is to inculcate values and build competencies in students to develop them to be good individuals and useful citizens. Since 1959, various key programmes have been introduced to inculcate values, habits, competencies and skills in students. Some of these programmes include Civics and Moral Education (CME, 1992), National Education (NE, 1997), Social and Emotional Learning (SEL, 2005), and learning experiences such as Co-Curricular Activities (CCA). The new CCE curriculum shifts focus from programmes to a common purpose. The desired outcomes of CCE are aligned to the Key Stage Outcomes (KSOs) and Desired Outcomes of Education (DOE). CCE is central to the Framework for 21st Century Competencies and Student Outcomes. It emphasizes the interconnectedness of the core values, social and emotional competencies and civic literacy, global awareness and cross-cultural skills that are critical for character and citizenship development of students.