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Education for Arctic sustainable development 出版年份: 2009 作者: Lars Kullerud 机构作者: UNESCO Education is an essential component of sustainable development. However, for the Arctic there is a history of education systems that tried to force central school models on local people, including different degrees of suppression of local language. This has been improved today to various degrees in the Arctic states. However, lack of skilled teachers with local roots is a circumpolar challenge. Arctic higher educational institutions also face many challenges when attempting to be innovative and competitive due to their small size and geographic isolation. The model of the University of the Arctic allows for a dynamic development of shared education systems through mutual cooperation. This network can be a very efficient tool to for delivering a relevant curriculum for a changing North. 
Regional thematic consultation of Western European and North American States (Group I Countries) on Education in the Post-2015 Development Agenda, Paris, France, 5-6 December 2013: background paper 出版年份: 2013 作者: François Leclercq 机构作者: United Nations Children's Fund (UNICEF) This paper first describes ongoing trends affecting education systems in Western Europe and North America , as well as Turkey, and reflects on their policy implications. The paper then analyses current indicators of education in the region and mentions key existing strategies and policies. Finally, it reflects on the relevance of the emerging post-2015 agenda for the region. Integrating sustainable development in technical and vocational education and training: six case studies from Southern and Eastern Africa 出版年份: 2010 作者: Roland Dubois | Koontee Balgobin | Modesto Sylvester Gomani | Joy Kasandi Kelemba | Gabriel S. Konayuma | Matthews Lebogang Phiri | John W. Simiyu 机构作者: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) The case studies in Southern and Eastern Africa were commissioned in Botswana, Kenya, Malawi, Mauritius and Zambia. They were carried out by writers connected with the UNEVOC Network as part of capacity building and of contributing to knowledge building and sharing. They have described and have analysed experiences, practices relating to integrating ESD in TVET programmes, primarily. Also, they have identified gaps for additional action so that the integration can be satisfactorily done. Through the case studies it is intended to build a pool of resources and tools of what works as part of the UNESCO-UNEVOC International Centre’s clearinghouse. Intégration du développement durable dans l'enseignement et la formation techniques et professionnels: six études de cas en Afrique australe et orientale 出版年份: 2010 作者: Roland Dubois | Koontee Balgobin | Modesto Sylvester Gomani | Joy Kasandi Kelemba | Gabriel S. Konayuma | Matthews Lebogang Phiri | John W. Simiyu 机构作者: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) Les études de cas en Afrique australe et orientale ont été commandées au Botswana, au Kenya, au Malawi, à Maurice et en Zambie. Ils ont été réalisés par des auteurs liés au Réseau UNEVOC dans le cadre du renforcement des capacités et de la contribution à la construction et au partage des connaissances. Ils ont décrit et analysé les expériences, les pratiques relatives à l'intégration de la EDD dans les programmes d'EPT, principalement. De plus, ils ont identifié des lacunes pour des actions supplémentaires afin que l'intégration puisse être effectuée de manière satisfaisante. Grâce aux études de cas, il est prévu de constituer un pool de ressources et d'outils de ce qui fonctionne dans le cadre du centre d'échange du Centre international UNESCO-UNEVOC. Water education for sustainable development: a global synthesis 出版年份: 2012 机构作者: International Hydrological Programme (IHP) Water education is key to achieve the water related MDGs. While there is a range of materials and projects focusing on water-related education, these are not well connected to offer customised solutions to individual countries. Some of the limitations identified with the existing water education include use of outdated, biased or irrelevant information; poor medium of instruction; lack of continuity between different levels of water education; lack of integration with the wider curriculum and with local knowledge; lack of practical relevance to local and community needs; lack of resources; and poor linkages with locally available professional bodies. The programme on “Water Education” is an initiative of the International Hydrological Programme (IHP) of UNESCO, Water and Sustainable Education focused on an integrated understanding of biological and hydrological processes at a catchment’s scale in order to create a scientific basis for a new, cost-effective and systemic approach to the sustainable management of freshwater resources. Каким быть образованию завтрашнего дня Доклад 2012 года о проводимом ООН Десятилетии образования в интересах устойчивого развития Сокращенный вариант 出版年份: 2013 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. Forjar la educación del mañana: decenio de las Naciones Unidas de la educación para el dessarollo sostenible: informe 2012, abreviado 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. Shaping the education of tomorrow: 2012 report on the UN decade of education for sustainable development, abridged 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. 
What Makes a Quality Curriculum?: In-Progress Reflection No.2 on Current and Critical Issues in Curriculum and Learning 出版年份: 2016 作者: Philip Stabback 机构作者: UNESCO International Bureau of Education (IBE) Sustainable Development Goal Four has to do with education in the post-2015 development agenda. It aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.Given the essential role of curriculum in enabling quality learning and in articulating and supporting education that is relevant to holistic development, our purpose in this paper is to identify what makes a quality curriculum, so as to support curricular innovation in UNESCO Member States to the end of the realization of Sustainable Development Goal Four.In this we are assuming that curriculum, given its essential role in the provision of quality learning for all children and young people, and in articulating and supporting education that is relevant to holistic development, is critical in the realization of SDG 4. It is the curriculum that determines to a large extent whether education is inclusive, thus playing a significant role in ensuring that provision is equitable. It is the curriculum that provides the structure for the provision of quality learning, especially where teachers might be under-qualified and inexperienced, their classrooms under-resourced, and their students lacking the prior frameworks within which to situate their learning. And it is the curriculum that articulates both the competencies necessary for lifelong learning and the competencies needed for holistic development.We thus argue that curriculum lies at the crossroads of these four key aspects of SDG 4: that education should be (1) inclusive and equitable, (2) characterized by quality learning, (3) promoting lifelong learning, and (4) relevant to holistic development. Curriculum, in other words, provides the bridge between education and development – and it is the competencies associated with lifelong learning and aligned with development needs, in the broadest, holistic sense of the term, that span that bridge. 
How Does Education About the Holocaust Advance Global Citizenship Education? 出版年份: 2018 作者: E. Doyle Stevick 机构作者: UNESCO Can education about past genocides shape our understanding of how violence occur in today’s world? Can it foster a sense of belonging to a common humanity and empower young people to become active citizens who work globally for peace and human rights? How does learning about such crimes, which profoundly affect the core dignity of human beings, support the objectives of Global Citizenship Education (GCED), a priority of the 2030 Education Agenda?This paper, commissioned by UNESCO, offers an overview of empirical research on teaching and learning about the Holocaust and how such education may impact leaners’ cognitive, socio-emotional and behavioural skills and competencies. It provides insights for educators on how effective lessons about the Holocaust can meet some of the key expected outcomes of Global Citizenship Education (GCED), such as critical thinking skills, attitudes of empathy and solidarity, and motivation to take action to prevent human rights abuses.