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Global Action Programme on Education for Sustainable Development

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Education First: An Initiative of the United Nations Secretary-General. ( Text document )

Education First seeks to unleash human potential by nurturing the unique gifts that every child brings to the world. People everywhere embrace that vision, but public action has been fragmented and inadequate. We must re-energize the global community to deliver on the promise of universal education and create opportunities for ordinary citizens to make a difference.

Farming Fact sheets. ( Text document )

This set of 10 fact sheets promotes simple, innovative and low-cost technologies that encourage diversifying food crops and strengthening soil fertility to support food security. They can be distributed as a set or individually, depending on farmers’ needs.

Green Cooling Initiative. ( Text document )

The Green Cooling Initiative’s new interactive world map shows direct and indirect emissions from the cooling sector, which are predicted to account for 13.1% of GHG emissions in 2030. The aim of the Initiative is to reduce emissions by promoting natural refrigerants, maximizing energy efficiency, and fostering sustainable consumption.

Learning and teaching about the environment. ( Video )

K-12 students and educators need access to quality homework resources, lesson plans and project ideas to learn and teach about the environment. Environmental education (EE) is a multi-disciplinary approach to learning about environmental issues that enhances knowledge, builds critical thinking skills and helps students make informed and responsible decisions.

Putting People and Planet First. ( Text document )

The purpose of this paper is to stimulate thinking, to show that a more comprehensive approach to sustainable development is not only necessary but eminently possible and to share some innovative ideas on how to construct a post-2015 framework such that it may retain the positive features of the Millennium Development Goals and build upon them, while also overcoming some of their drawbacks. We are open to discussing and modifying our ideas and welcome constructive exchanges on the content of this paper.

IAU Higher Education and Research for Sustainable Development (HESD) portal. ( Text document )

( 2005 )

The Higher Education and Research for Sustainable Development (HESD) portal is an information and inspirational tool developed by the International Association of Universities (IAU); it provides access to actions and initiatives developed around the world.

Teacher Training for Learning to Live Together: A Trainining Manual for EIU and ESD. ( Text document )

Lynn Davies and Sang-Jun Koh and Dr. Zinaida Fadeeva and Ms. Dessa Quesada and and Ms. Joy De Leo and and others. ( 2008 )

It is a training manual for EIU and ESD composed of an explanation on the thematic shift and the discourses related to EIU, a pedagogical exploration of EIU, an interlinking exploration between EIU and ESD, an updated guide to recommendable modules, and a collection of activities to match with each module. This manual is primarily targeted at teacher educators and trainers of formal or non-formal/informal education. However, the introductory chapters and some modules can be inspiring for school teachers who want to study on their own and adopt some material towards pupils in primary or secondary school.

Research for Sustainability: Frameworkprogramme of the German Federal Ministry of Education and Research (BMBF) for a sustainable innovative society. ( Text document )

( 2009 )

Research as provision for the future must generate new knowledge. This knowledge, however, must be relevant for practice. Germany is already a technology and market leader in the fields of climate protection and adaptation to climate change, sustainable resource management as well as innovative environmental and energy technologies. The Framework Programme “Research for Sustainable Development” is intended to intensify and enhance this position

'The European Consensus on development education: From scratch to implementation and monitoring. ( Text document )

Rilli Lappalainen ( 2010 )

In this article, Rilli Lappalainen looks at the European Union’s efforts to coordinate and evaluate development education practice through common frameworks, joint strategy monitoring and evaluation reports and documentation of various countries’ development education innovation, strategies and implementation. It aims to demonstrate the utility of Europe-wide research in maximising effective development education delivery through communication and coordination among member states.

Advancing the Biodiversity Agenda: A UN system-wide contribution. A report by the Environment Management Group. ( Text document )

( 2010 )

The aim of the report is firstly to inform those participating in that process how different policy sectors of the UN system interact with biodiversity. Secondly, the initiative aims to create awareness in the UN system of the Convention process and identify how collaboration in the UN system can be furthered in support of the implementation of the biodiversity agenda.

An overview of ESD in European countries: What is the Role of National Governments? ( Text document )

Walter Leal Filho ( 2010 )

This paper describes the current status of ESD in Europe and introduces the state of affairs in a number of European countries. It presents the results of a survey involving member countries of the UN Economic Commission for Europe (UNECE), outlining some of factors that hinder progress at implementing ESD at the national level. Finally, it lists some measures for implementing ESD in practice.

Annual Report 2010. ( Text document )

( 2010 )

The Live and Learn Pacific covers four island countries in Melanesia-Fiji, Papua New Guinea, the Solomon Islands and Vanuatu. With each country surrounded by the Pacific Ocean, there is rich diversity in both flora and fauna on land and sea. This requieres the custodians of these abundant resources to be supported to work with a range of isssues that impact on the sustainable development of their island homes. Live and Learn Pacific is cimmited to working with communities to deveolop an ethic environmental and developement education that starts with local knowledge and a global understanding of development issues.

Are women the key for sustainable development? ( Text document )

Candice Stevens ( 2010 )

An increasing number of studies indicate that gender inequalities are extracting high economic costs and leading to social inequities and environmental degradation around the world. The findings of the existing body of gender research are briefly reviewed here. Much more in the way of statistics, facts and analysis is needed to investigate whether gender equity is the “missing link” of sustainable development.

Education Research Interface of Climate Change Adaptation and Disaster Risk Reduction. ( Text document )

( 2010 )

The Asian University Network of Environment and Disaster Risk Management (AUEDM) is a unique initiative of prominent Asian universities coming together to share knowledge resources related to environment and disaster risk management amongst themselves and with the larger group of stake holders working on these issues beyond conventional national and thematic boundaries.

Education for Sustainable Development: Challenges for Transformative Education and Research. ( Text document )

( 2010 )

This paper provides an overview of sustainability, highlights the concept of RCE as a new form of networking, and provides examples of good practices of RCEs in tackling ESD issues.

Here and Now: Education for Sustainable Consumption - Recommendations and Guidelines. ( Text document )

( 2010 )

This publication Here and Now! Recommendations and Guidelines on ESC aims to inspire and bring concrete tools that will help address ESC challenges and find new opportunities in the formal education sector. These guidelines are a contribution to the Marrakech Process, a global effort to promote sustainable consumption and production. It represents the concrete outcomes of the International Task Force on Education for Sustainable Consumption led by the Italian Government, and the harvest of the task force’s joint effort with UNEP and various experts on ESC.

Higher Education for Sustainable Development in China. ( Text document )

Dongjie Niu and Dahe Jiang and Fengting Li ( 2010 )

The purpose of this paper is to analyse the significance of developments across Chinese higher education in the field of education and learning for sustainable development (SD) and to assess the relative impact of these initiatives. This is a review of policy and practice to examine developments, challenges, and prospects for education for sustainable development (ESD) in higher education in China.

Mexico Country Case Study: Progress in implementing Education for Sustainable Consumption. ( Text document )

Mario Ramón Silva Rodriguez ( 2010 )

The goal of this study is to review the state of education for sustainable consumption in public policies and programs promoted by the Federal Government in Mexico. This is a brief diagnostic review of planning instruments for development and some specific strategies within the public administration. This research only covers the instruments from the Federal Government and specifically three ministries: Education, Economy (through the Federal Consumer Protection) and Environment and Natural Resources.

Nine steps for developing a scaling-up strategy. ( Text document )

( 2010 )

The present guide is one of the ExpandNet resource materials that have been developed over the past several years. Its main purpose is to facilitate systematic planning for scaling up. It is intended for programme managers, researchers and technical support agencies who are seeking to scale up health service innovations that have been tested in pilot projects or other fi­eld tests and proven successful.

Operational plan for sustainable food security in Asia and the Pacific. ( Text document )

( 2010 )

This paper lays out the operational plan of the Asian Development Bank (ADB) to help Asia and the Pacific achieve sustainable food security. The operational plan is based on the premise that the region’s long-term food security is at risk. This is due to high vulnerability in the global and regional food supply and market systems, projected increases in food demand, sustainability concerns from land and water constraints, and unfolding climate change impacts. ADB recognizes sustainable food security as a crucial element of its long-term strategic framework, Strategy 2020 (ADB 2008a) in freeing Asia from poverty. The operational plan thus accords priority to achieving sustainable food security in Asia and the Pacific. The goal is to improve the availability of, and access to, adequate and safe food in a sustainable manner, especially for the large number of poor, women, and other vulnerable groups in the region.

Rapport Pays National du Developpement Durable en Côte d'Ivoire dans le Perspective de Rio+20. ( Text document )

( 2010 )

Les investigations menées pour l’élaboration du présent rapport de synthèse se sont focalisées sur la recherche bibliographique (documents relatifs aux stratégies nationales, plans, politiques, capacité d'évaluation des besoins, expériences pratiques,…) et des entrevues et des consultations avec les parties prenantes nationales (gouvernement, groupes nationaux majeurs et organismes donateurs). Les guides utilisés pour ces entrevues sont ceux proposés par les Nations Unies

Taking children seriously -How the EU can invest in early childhood education for a sustainable future. ( Text document )

Prof. John Siraj Blatchford ( 2010 )

The present report takes its point of departure from the fact that young children have a right and a shared responsibility in achieving a sustainable future. The report presents current research on children’s interest and ability to understand quesForeword 6 tions on the social, economic and environmental dimensions of sustainable development. It also maps early childhood education within EU and in the world regarding quantity and quality. Activities by EU, UNESCO, OMEP and other international organizations are presented. As a consequence a number of crisp recommendations for the future development of Early Childhood Education within EU are given. Also, a global sharing is on the sketch board.

Apprendre le développement durable - agir pour l'avenir. Stratégie nationale d'éducation pour un développement durable. ( Text document )

( 2011 )

La présente stratégie nationale se place dans la perspective de l’apprentissage permanent et engage tous les espaces d’apprentissage depuis la petite enfance jusqu’à l’âge adulte. Elle constitue une base de discussion pour un processus participatif réunissant tous les acteurs institutionnels et de la société civile. La stratégie sera soumise - dans sa forme finale - au Conseil de Gouvernement pour approbation et sera présentée aux commissions concernées de la Chambre des Députés ainsi qu’à la presse.

Disaster Resilience Starts with the Young: Mainstreaming Disaster Risk Reduction in the School Curriculum. ( Text document )

( 2011 )

This report is the culmination of an intensive Knowledge Sharing Workshop conducted among ASEAN Member States on Mainstreaming Disaster Risk Reduction in Education held in Malacca, Malaysia on 18-19 February 2011.

Education for Sustainable Development: Bosnia and Herzegovina. ( Text document )

( 2011 )

The research sets out to map the content that already exists in the national curricula, the content that is either explicitly aligned with the teaching for sustainable development, or is related to it. Based on such mapping it is expected to show how the existing curricular content can be modified (in minor or substantial manner) to contribute to ESD. Besides curricular mapping it is looking into the subject curricula and textbooks concerning the same ESD content. Though not as comprehensive as the curricular mapping, these provide a clearer idea of how important goals expressed in the Framework Curriculum are presented directed to the pupils.

Education for Sustainable Development: Croatia. ( Text document )

Mario Bajkusa ( 2011 )

The research sets out to map the content that already exists in the national curricula, the content that is either explicitly aligned with the teaching for sustainable development, or is related to it. Based on such mapping it is expected to show how the existing curricular content can be modified (in minor or substantial manner) to contribute to ESD. Besides curricular mapping it is looking into the subject curricula and textbooks concerning the same ESD content. Though not as comprehensive as the curricular mapping, these provide a clearer idea of how important goals expressed in the Framework Curriculum are presented directed to the pupils.

Education for Sustainable Development: Romania. ( Text document )

Daniela Dumitru and Constantin Stoenescu ( 2011 )

The research sets out to map the content that already exists in the national curricula, the content that is either explicitly aligned with the teaching for sustainable development, or is related to it. Based on such mapping it is expected to show how the existing curricular content can be modified (in minor or substantial manner) to contribute to ESD. Besides curricular mapping it is looking into the subject curricula and textbooks concerning the same ESD content. Though not as comprehensive as the curricular mapping, these provide a clearer idea of how important goals expressed in the Framework Curriculum are presented directed to the pupils

Education for Sustainable Development: Slovenija. ( Text document )

Ziva Gobbo ( 2011 )

The research sets out to map the content that already exists in the national curricula, the content that is either explicitly aligned with the teaching for sustainable development, or is related to it. Based on such mapping it is expected to show how the existing curricular content can be modified (in minor or substantial manner) to contribute to ESD. Besides curricular mapping it is looking into the subject curricula and textbooks concerning the same ESD content. Though not as comprehensive as the curricular mapping, these provide a clearer idea of how important goals expressed in the Framework Curriculum are presented directed to the pupils

Evolution and structure of sustainability science. ( Text document )

Luís M. A. Bettencourta and Jasleen Kaurc ( 2011 )

To address questions on sustainability, we assembled a corpus of scholarly publications in the field and analyzed its temporal evolution, geographic distribution, disciplinary composition, and collaboration structure. We show that sustainability science has been growing explosively since the late 1980s when foundational publications in the field increased its pull on new authors and intensified their interactions.

Final Report of the International Forum in Shinjuku ACCU. ( Text document )

( 2011 )

This report contains the keynote speech and presentations shared throughout the Forum. Although it is not possible to reconstruct the richness of the sharing of the forum as a whole, the report aims to record and share with the general public the outcomes of the Forum, focusing on the core points discussed and shared in two expert meetings and the public forum. We hope that it will serve as an inspiring reference material for all those who share interest and commitment in ESD and Disaster Education.

Leadership Manual Protecting food security through adaptation. ( Text document )

( 2011 )

The purpose of the Leadership Manual is to assist leaders in the community to strengthen local agriculture for climate change. Leaders will be equipped with information and lessons to raise awareness, identify vulnerabilities and plan actions at the community level.

Live & Learn Asia Region Report 2011. ( Text document )

( 2011 )

This report addresses the implementation of regional projects in key thematic areas including water sanitation and hygiene, environmental governance and climate change adaptation and mitigation. Formal education and community education programs in all four countries; Fiji, Papua New Guinea, Solomon Islands and Vanuatu.

National Report of the Republic of Macedonia on Education for Sustainable Development. ( Text document )

( 2011 )

The research sets out to map the content that already exists in the national curricula, the content that is either explicitly aligned with the teaching for sustainable development, or is related to it. Based on such mapping it is expected to show how the existing curricular content can be modified (in minor or substantial manner) to contribute to ESD. Besides curricular mapping it is looking into the subject curricula and textbooks concerning the same ESD content. Though not as comprehensive as the curricular mapping, these provide a clearer idea of how important goals expressed in the Framework Curriculum are presented directed to the pupils.

Republic of Zambia Education Sector National Implementation Framework III 2011-2015 Implementing the Sixth National Development Plan. ( Text document )

( 2011 )

The National Implementation Framework III (NIF III) will guide the implementattion of the Sixth National Development Plan (SNDP) 2011 to 2015. The purpose of NIF III is to provide a framework for the Ministry of Education, Science, Vocational Training and Early Education (MESVTEE) which will facilitate the realisation of the SNDP goals as well as the achievement of Zambia's long term development vision of becoming a prosperous middle income country by the year 2030 as articulated in the National Vision 2030.

Skills for Green Jobs a Global View-Synthesis Report Based on 21 Country Studies. ( Text document )

( 2011 )

The ILO launched, in cooperation with the European Centre for the Development of Vocational Training (Cedefop), a global research project to investigate the skill needs of greener economies, focusing on structural economic changes, new and changing occupational profiles, and major constraints on the acquisition and development of relevant skills. The research also analysed responses to these needs, including both training and the systems and tools created to anticipate and monitor the skills needed for green jobs.

Southern African Journal of Environmental Education. ( Text document )

( 2011 )

The SAJEE aims to publish and report on a wide range of aspects relating to Environmental Education, Ethics and Action in southern Africa and elsewhere. The journal seeks to further the study and practice of environmental education by providing a forum for researchers, scholars, practitioners and policy makers. The journal aims to carry papers reflecting the diversity of environmental education practice in southern Africa, and includes conference reviews and keynote papers, retrospective analyses of activities or trends in a particular field, commentaries on policy issues, comparative aspects of an environmental education, environmental ethics or environmental action issue, and critical reviews of environmental education, ethics and action in a particular country or context

The Promotion of Sustainable Development by Higher Education Institutions in Sub-Saharan Africa: Survey Report. ( Text document )

( 2011 )

This report presents the findings of the survey. It is hoped that the analysis and recommendations herein will be useful tools to higher education institutions in Africa in their efforts to re-orient their activities to respond to the environmental and development challenges confronting the continent. It is hoped as well that the report will be of interest to other higher education institutions that are working towards better inclusion of sustainable development in all their operations

Towards a Green Economy: Pathways to Sustainable Development and Poverty Eradication. ( Text document )

( 2011 )

The report makes a compelling economic and social case for investing two per cent of global GDP in greening ten central sectors of the economy in order to shift development and unleash public and private capital flows onto a low-carbon, resource-efficient path

United Nations Development Assistance Framework (2012-2016). ( Text document )

( 2011 )

This United Nations Development Assistance Framework (UNDAF) outlines the strategic direction and results expected from cooperation between the Government of Mongolia (GoM) and the UN Country Team (UNCT) for the period 2012-2016. The UNDAF represents a collective response of the UN system to the national development priorities contained in Mongolia’s Comprehensive National Development Strategy (NDS) for 2008-2021, namely the achievement of the Millennium Development Goals (MDGs) by 2015. It also reflects Mongolia’s changing economic, social, and environmental conditions.

Web of Life. ( Video )

Lee Chul Su / APCEIU ( 2011 )

APCEIU developed a peace story animation entitled “Web of Life”. The animation depicts what's entangled in the web of life. It also shows how the co-dependence, interaction and coexistence are affecting the over-all picture of international cooperation or unity using symbiotic relationship in the ecosystem. By creating this animation, APCEIU hopes that this will be used as an educational tool in the Asia-Pacific region. The peace story animation was produced by using Lee Chul Su's woodcut.

Better Growth Better Climate- The New Climate Economy Report. ( Text document )

( 2012 )

Our report is addressed to economic decision-makers across the world in both public and private sectors. Its core conclusion is that, by shaping the major processes of structural and technological change now occurring in the global economy, we can create lasting economic growth while also tackling the immense risks of climate change. This report seeks to understand how countries with different kinds of economies can meet the goals of stronger economic growth and development while also reducing the risks of dangerous climate change.

Cities and Biodiversity Outlook; Action and Policy. ( Text document )

( 2012 )

CBO – Action and Policy provides the summary of a global assessment of the links between urbanization, biodiversity, and ecosystem services. Drawing on contributions from more than 120 scientists and policy-makers from around the world, it summarizes how urbanization affects biodiversity and ecosystem services and presents 10 key messages for strengthening conservation and sustainable use of natural resources in an urban context. It also showcases best practices and lessons learned, and provides information on how to incorporate the topics of biodiversity and ecosystem services into urban agendas and policies

Climate Change and Community-based REDD+ Education manual. ( Text document )

( 2012 )

What does this manual aim to achieve? This manual seeks to assist policy makers and project developers to answer the question: How do we present 'intangible' scientific and economic concepts of climate change and REDD+ to an audience that includes people with limited formal education (if any and low literacy? Live & Learn has developed this manual to take on the challenge of enabling indigenous and local communities to understand REDD+ at a level where their participation is genuine and effective.

Education - under the weather. Impacts of climate change on education. ( Text document )

( 2012 )

Climate change is a major problem in terms of development and one of the challenges is to identify actions that can buttress development efforts so as to build societies that are more resilient to climate change risks. However, no climate change mitigation or adaptation is possible without deep-seated and real changes in attitudes and behaviours. Such a revolution would call for two things. First of all, the idea is to enable the most vulnerable of population groups to be at the heart of climate change mitigation and adaptation policies themselves, and in particular, to promote the involvement of children who are the real agents of change. Subsequently, this also presupposes acknowledging the major role that education can play in this perspective and supporting initiatives in this regard. In fact, education can promote disaster preparedness and risk reduction, promote environmental conservation, and enable the identification of gradual transformations brought about by climate change.

Education for Global Citizenship. ( Text document )

( 2012 )

This book examines specifically the contribution that education for local, national and global citizenship and associated themes can make, even in countries where teacher training and classroom resources are limited. This book shows that transformative education for local, national and global citizenship and peace CAN be implemented even under difficult conditions if there is a policy commitment to do so. Authors have provided examples and lessons learned from their own experiences as eminent practitioners in the field.

Education for Sustainable Development Country Status Reports; An evaluation of national implementation during the UN Decade of Education for Sustainable Development (2005-2014) in East and Southeast Asia. ( Text document )

( 2012 )

The overall goal of the research project is to contribute to the monitoring and evaluation of the implementation of Education for Sustainable Development (ESD) through development of progressive indicators for piloting in the Asia-Pacific region. This research project was established to first try to identify the important context, factors and leverage points that commonly lead to successful ESD implementation, along with identifying the strengths and barriers in achieving effective ESD learning performance. Second, the research team aims to launch a set of ESD Indicators for Asia-Pacific along with a guidebook for implementing an effective monitoring and evaluation process.

Education for Sustainable Development in light of Rio+20: Challenges and Opportunities arising from the Reform of the B.Ed. Degree Programme in Ireland. ( Text document )

Anne M. Dolan ( 2012 )

There is widespread consensus in the literature that education has a key role to play in our attempts to realise ecologically sustainable economic development. Calls for more action from education have increased in the light of mounting anxiety over environmental problems.

Estrategia Nacional para Fortalecer los Recursos Humanos y las Habilidades para Avanzar hacia un Desarrollo Verde, con Bajas Emisisones y Resilencia Climática. ( Text document )

( 2012 )

El objetivo principal de esta Estrategia es crear un marco nacional para la acción coordinada para fortalecer el aprendizaje relevante para un desarrollo verde, con bajas emisiones y resiliencia climática en la República Dominicana. Se plantea como Visión para el año 2030 que: “La sociedad dominicana cuenta con un sistema de educación y se implementan políticas públicas que generan las capacidades institucionales y de recursos humanos para enfrentar los desafíos asociados a la adaptación y mitigación de cambio climático”

Forum Education Minister's Meeting - Pacific Climate Change and Disaster Risk Management Education Framework. ( Text document )

( 2012 )

The purpose of this paper is to seek the endorsement of FEdMM of the concept of developing a Pacific Framework for Climate Change and Disaster Risk Management Education. This framework, which is part of the Pacific Framework on Education for Sustainable Development endorsed by the FEdMM in 2006, is a response to the increasing concerns raised at all levels in the Pacific regarding the challenges countries face in relation to possible impacts of climate change as well as disasters in the lives of people in the Pacific.

Guide for Sustainable Schools in Manitoba. ( Text document )

Natalie Swayze and Carolee Buckler and and Anne MacDiarmid ( 2012 )

The Guide for Sustainable Schools in Manitoba has been revised to include updated online resources while still providing information on sustainable school planning. This document reflects the current direction of education for sustainable development (ESD) in Manitoba.

Hot Topic-Cold Comfort. Climate Change and Attitude Change. ( Text document )

Gudmund Hernes ( 2012 )

In this essay the argument is made that since the Second World War there has been another major shift in public opinion and awareness – in the way the world and its inhabitants are viewed. In one sense one could argue that this new world view is again geocentric, since it centres on the Earth itself. But it is geocentric by being ecocentric – by addressing how humans are affected by their own impacts on nature

How to realise a sustainable development analysis? Chair on Eco-advising evaluation grid: User's guide. ( Text document )

Claude Villeneuve and Olivier Riffon ( 2012 )

The Eco-advising Chair’s sustainable development evaluation grid is an analytical tool based on five dimensions (ecological, social, economic, ethical, and governance), and which is used to assess to what extend an organizational project or framework can lead to improved human conditions through the leverage it provides. It provides its users with a means of situating themselves and presents ways for them to improve their project or framework, with a view to continuous improvement. The analysis can also be used to set objectives, find indicators, make more knowledgeable decisions, and/or find compromises that facilitate the social acceptability of a project.

Knowledge, Capacity Building, and Networks for Sustainable Development: A Review. ( Text document )

Alan AtKisson ( 2012 )

This report is a selective, summary scan of the current “state of the art” in each of those subjects, in a sustainable development (“SD”) context, with resulting recommendations to UNOSD. The report is based on extensive desk research, correspondence with centers of knowledge and expertise, and interviews and consultations with relevant experts. The attachments provide annotated databases of capacity building programs, professional networks, and highlighted SD knowledge resources.

NATIONAL CASE STUDY Teacher Professional Development with an Education for Sustainable Development Focus in South Africa: Development of a Network, Curriculum Framework and Resources for Teacher Education. ( Text document )

( 2012 )

This national case study reports on the development of a national network, curriculum framework and resources for teacher education, with specific focus on the inclusion of environment and sustainability / also known as Education for Sustainable Development in the South African teacher education system. It reviews and reports on the history of environment and sustainability education in Teacher Education, and from this, the national case study begins to conceptualise a new approach to Environment and Sustainability Teacher Education within a new curriculum policy environment, and a new teacher education and development policy environment.

Plan National De Developpement 2012-2015 Tome IV: Matrices D'Actions Priorities - Côte d'Ivoire. ( Text document )

( 2012 )

Cette nouvelle stratégie trace les grands axes de l’action gouvernementale tant au plan national que régional pour atteindre une croissance vigoureuse, soutenue, solidaire et productrice d’emplois. A travers ce Plan National de Développement 2012-2015, nous replaçons la planification stratégique au cœur de l’action Gouvernementale. En conséquence, il devient le document de référence pour tous les acteurs tant au niveau national, régional, qu’international.

Raising Awareness Together: How can the EU Engage with Civil Society to Promote Sustainable Lifestyles? ( Text document )

Ekaterina Vladimirova ( 2012 )

This paper suggests how the EU could engage with civil society to promote sustainable lifestyles through joint media campaigns, by establishing local sustainability centres and by working together to change educational standards. This collaboration would benefit from knowledge and expertise exchange, lower transaction costs and, most importantly, it would increase public trust in the quest for sustainability.

Realizing the Future we Want for All. ( Text document )

( 2012 )

This report is to serve as a first reference for the broader consultations to take place; business as usual thus cannot be an option and transformative change is needed. As the challenges are highly interdependent, a new, more holistic approach is needed to address them.

Recueil des acteurs de l'Éducation au Développement Durable au Luxembourg. ( Text document )

( 2012 )

La présente Charte propose des critères de qualité de base standardisés par les acteurs issus des organisations de formation et de sensibilisation extrascolaires. Cet instrument commun à tous les acteurs est destiné à assurer un cadre aux prestations que ces derniers proposent dans un cadre éducatif formel, non-formel ou informel. Il servira de guide visant à stimuler les collaborations entre les acteurs scolaires et extrascolaires avec des organisations partenaires appropriées afin de les accompagner dans leur volonté d’adapter leurs apprentissages aux défis du futur dans un monde en perpétuel changement.

Rio + 20 Policy Brief: Interconected risks and solutions for a planet under pressure. ( Text document )

( 2012 )

This policy brief outlines key interconnections at a global level and makes six recommendations for lowering the risk of catastrophic change to the Earth system, achieving sustainable prosperity and wellbeing for all, and protecting natural capital (land, water, soil, biodiversity and ecosystem services). These actions underpin the shift to a green economy and the transformation of the world’s institutional frameworks for sustainable development

Strategic Recommendations 2nd European Congress on Global Education -Education, Interdependence and Solidarity in a Changing World. ( Text document )

( 2012 )

This is a report on the two-day event built on the efforts of the North-South Centre (NSC) and other stakeholders to promote global education since the Maastricht Congress Declaration (2002) which established a European strategy framework for improving and increasing global education in Europe to the year 2015.

The World We Want: Dialogues on the implementation of the post-2015 development agenda. ( Text document )

( 2012 )

An infosheet that focuses in six themes in the national agendas of different partners and also stakeholders on the implementation of the post- 2015 agenda.

A New Global Partnership: Eradicate Poverty and Transform Economies Through Sustainable Development. ( Text document )

( 2013 )

Report of the High-Level Panel of Eminent Persons on the Post-2015 Development Agenda. The Panel came together with a sense of optimism and a deep respect for the Millennium Development Goals (MDGs). The 13 years since the millennium have seen the fastest reduction in poverty in human history: there are half a billion fewer people living below an international poverty line of $1.25 a day. So a new development agenda should carry forward the spirit of the Millennium Declaration and the best of the MDGs, with a practical focus on things like poverty, hunger, water, sanitation, education and healthcare.

A Renewed Global Partnership for Development. ( Text document )

( 2013 )

This report is a live document that will be refined to reflect outcomes of ongoing processes and conversations on the post-2015 development agenda. It captures the findings from the global conversation launched through the UNDG national and thematic consultations through which people from all over the world have been invited to help Member States shape the future development agenda.

Advancing Education as a Goal for Sustainable Development. ( Text document )

Robert J. DIDHAM & Paul OFEI-MANU ( 2013 )

Main messages•Access and attainment of education are fundamental for human well-being, and should be a priority of the post-2015 development agenda as education is proven to accelerate achievement of several important development goals.•For education to support the sustainable development goals (SDGs), however, an ambitious education goal that moves beyond broadening coverage and rather works to improve overall efficacy of education is essential.•Addressing sustainable development through education requires a qualitative turn in how education is viewed and contextualized, as quality improvements produce more significant benefits and often require lower resource costs.•An education SDG should include three dimensions: increasing access and attainment, improving educational quality, and inspiring transformative learning.•Distinguishing these three dimensions in an SDG can help clarify that education is both essential for human development and achieving social change towards a sustainable future.

Advancing Education as a Goal for Sustainable Development. ( Text document )

( 2013 )

This issue brief argues that an ambitious goal on education will be essential to the success of the Sustainable Development Goals (SDGs) and should address not only the need for universal education, but also substantially aim to improve overall efficacy of education through a qualitative turn in framing education to provide sustainable well-being for all

Agricultural Education and Training as Panacea for Sustainable Food Security in the Developing Countries. ( Text document )

( 2013 )

This paper examines the challenges confronting agricultural education and training in the context of the significant roles of agricultural education and training in food security and poverty alleviation. Agricultural education plays major roles in achieving food security and sustainable development through the development of human resources required for agricultural productivity.

Breaking Down the Silos - Integrating Environmental Sustainability in the Post-2015 Agenda. ( Text document )

( 2013 )

The objective of this report is to provide a summary of the key messages that emerged from the Global Thematic Consultation on Environmental Sustainability.2 Opportunities for engagement in the Consultation included a call for Discussion Notes, a Leadership Meeting, and 11 online discussions. With over 5,000 online members, the Consultation brought together a range of participants, including leading thinkers, members of academia and representatives from civil society and the private sector from around the world.3 Preliminary findings of the Consultation contributed to the preparation of the final report of the High-Level Panel on the Post-2015 Development Agenda, ‘A New Global Partnership: Eradicate Poverty and Transform Economies through Sustainable Development’.

Desarrollo Sustentable en Educación Parvularia. ( Text document )

( 2013 )

El objetivo de esta cartilla es orientar el quehacer pedagógico de la educadora de párvulos, para propiciar aprendizajes referidos a la Educación para el Desarrollo Sustentable en la práctica cotidiana. Está dirigida, principalmente, al equipo pedagógico de cada aula: educadora y técnico en Educación Parvularia, y otros profesionales de apoyo a la gestión pedagógica en los Niveles de Transición, siendo fundamental el compromiso y la participación de la familia para el logro de estos aprendizajes. Este documento introduce el concepto central de la Educación para el Desarrollo Sustentable, así como su implementación a través de la práctica diaria en los diferentes espacios educativos, teniendo como guía las diversas líneas de acción, orientaciones generales y experiencias de aprendizaje diseñadas para los Niveles de Transición NT1 y NT2.

Eco-Schools in Africa - Promoting the Right to Quality Education. ( Text document )

( 2013 )

The projects rooted in the Eco-Schools programme are expected to provide better opportunities for cooperation, learning and exchange of experience between partners and consequently increased continuity and quality in the efforts. In particular, this approach is envisaged to capitalize on the complementing capacities of partner organizations for the benefit of all programme actors and beneficiaries.

Empowered Generation: Youth Action on Climate Change Through the GEF Small Grants Programme. ( Text document )

Ana Maria Currea and Katharina Davis ( 2013 )

This publication showcases a number of SGP projects which can serve as a source of inspiration for expanding engagement with youth in addressing climate change. Employing a range of tools, young people have led and promoted the use of renewable energies, carbon footprint mapping, tree planting, disaster risk reduction measures, as well as communicated the urgency of taking action on climate change through environmental awareness raising events. In this process universities, schools, research organizations, media and government departments have played a critical role in partnering with youth organizations and scaling up their efforts.

Guidance Note for Developing a National Climate Change Learning Strategy. ( Text document )

( 2013 )

This note provides methodological and organizational guidance to countries interested in taking a strategic approach to climate change learning and skills development. In particular, it lays out the process of developing a National Strategy to Strengthen Human Resources and Skills to Advance Green, Low Emission and Climate Resilient Development - or short “National Climate Change Learning Strategy” - through cross-sectoral and multi-stakeholder collaboration, and with engagement of national education and training institutions.

International Forum for the 60th Anniversary of UNESCO ASPnet: Challenge. ( Video )

Korean National Commission for UNESCO ( 2013 )

International Forum for the 60th Anniversary of UNESCO ASPnet: Future. ( Video )

Korean National Commission for UNESCO ( 2013 )

Join the Green Office Movement! ( Video )

rootAbility ( 2013 )

This video provides a 4min introduction into the Green Office Model. The video aims to inspire students from around the world to lobby for support, funding and legitimacy from their university to set up student-led and staff supported sustainability hubs. Read more under: www.rootAbility.com

New York City Department of Education 2012-2013 Annuall Sustainability Report. ( Text document )

( 2013 )

The Sustainability Initiative seeks to transform the DOE into a more sustainable and efficient public entity regarding facility operation and maintenance and student environmental education. This report highlights the developments and progress made during the 2012-2013 (Fiscal Year ’13 or FY13) school year as the DOE Sustainability Initiative underwent its third year of existence.

Post-2015 Agendas: Northern Tsunami, Southern Ripple? The case of education and skills. ( Text document )

Kenneth King and Robert Palmer ( 2013 )

In this paper, we shall revisit the architecture of the post-2015 movement, paying particular attention to these two issues: the role of the South in post-2015 debates; and the role of skills in the Education and Skills debate.

Post-2015 Global Action for an Inclusive and Sustainable Future. ( Text document )

( 2013 )

This report aims to provide an independent contribution to the post-2015 debate by focusing on how best global collective action can support the efforts of developing countries to achieve development. It is based on a wide-ranging research and consultations carried out by a team from three European development institutes. The analysis provides arguments and evidence for constructing a post-2015 agenda.

Teaching Manual on Disaster Risk Reduction. ( Text document )

( 2013 )

This Teacher's Manual on DRR Education is a resource that aims to help teachers and education practitioners teach children about DRR. Through interactive lessons that use participatory teaching methods, students are equipped with information on disasters as well as the skills required to mitigate potential disaster impacts. This resource is a timely contribution to support the implementation of the Education Sector’s Action Plan for the Vietnam National Strategy, for the period of 2011-2020.

Unfolding Education for Sustainable Development as Didactic Thinking and Practice. ( Text document )

Katrine Dahl Madsen ( 2013 )

This article’s primary objective is to unfold how teachers translate education for sustainable development (ESD) in a school context. The article argues that exploring tensions, ruptures and openings apparent in this meeting is crucial for the development of existing teaching practices in relation to ESD. The article draws on doctoral research involving interviews with researchers and teachers who have collaborated in ESD research and development projects at primary and secondary schools in two different countries, Denmark and Ireland. It is the teachers’ perspectives on the projects which form the analytical foundation; thus, it is the practices as seen from the ‘inside’. Furthermore, ESD practices are considered in a broader societal perspective, pointing to the critical power of the practice lens.

10 Propositions en Faveur de l'éducation à l'environment et au développemen durable. ( Text document )

( 2014 )

Le Collectif français pour l’Education à l’Environnement vers un Développement Durable propose de sensibiliser, informer, former, éduquer tous les acteurs d’un territoire, et leur donner les moyens de participer à un projet de vie désiré sur leur territoire. Loin d’être une utopie, c’est un projet mis en œuvre par de plus en plus de collectivités.

5 Green Office Models in comparison. ( Text document )

rootAbility ( 2014 )

This document provides five case studies of student-led and staff-supported sustainability hubs, called Green Offices, at the universities of Exeter, Greenwich, Maastricht, Utrecht and Wageningen. The Green Office Model is a source of inspiration to gain the support, legitimacy and funding for student-led and staff-supported sustainability hubs at universities across the world. Read more: www.rootAbility.com

Climate Change: Implications for Cities. ( Text document )

Rian van Staden ( 2014 )

Urban centers account for more than half of the world's population, most of its economic activities and the majority of energy-related emissions. This publication by the European Climate Foundation (ECF), Local Governments for Sustainability (ICLEI) and the University of Cambridge offers a summary on key findings of the Fifth Assessment Report of the Intergovernmental Panel on Climate Change (IPCC) with implications of climate change for urban areas.

Connecting the Dots. ( Text document )

Stan Kozak and Susan Elliott ( 2014 )

Connecting the Dots: Key Strategies that Transform Learningfor Environmental Education, Citizenship and SustainabilityConnecting the Dots presents a systems perspective of learning that can help all educators transform learning experiences to meet the needs of 21st Century learners. It identifies seven key interconnected strategies that are increasingly recognized as being essential to profound learning:InquiryLearning LocallyActing on LearningIntegrated LearningReal-world ConnectionsSharing Responsibility for LearningConsidering Alternative Perspectives

Global Biodiversity Outlook 4 A mid-term assesment of progress towards the implementation of the Strategic Plan for Biodiversity 2011-2020. ( Text document )

( 2014 )

Published almost at the halfway point of the 2011–2020 Strategic Plan for Biodiversity, this fourth edition of the Global Biodiversity Outlook (GBO-4) provides a timely report: on progress towards meeting the 20 Aichi Biodiversity Targets and potential actions to accelerate that progress; on prospects for achieving the 2050 Vision on ‘Living in Harmony with Nature’; and on the importance of biodiversity in meeting broader goals for sustainable human development during this century.

Korean National Commission for UNESCO and Education for Sustainable Development. ( Text document )

Korean National Commission for UNESCO ( 2014 )


( 2014 )

The aim of this Strategy is to encourage countries of the Mediterranean to develop and incorporate ESD into their formal education systems, in all relevant subjects, and in non-formal and informal education. This will equip people with knowledge of and skills in sustainable development, making them more competent and confident and increasing their opportunities for acting for a healthy and productive life in harmony with nature10 and with concern for social values, gender equity and cultural diversity.

Meat Atlas - Facts and figures about the animals we eat. ( Text document )

( 2014 )

This publication sheds light on the impacts of meat and dairy production, and aims to catalyse the debate over the need for better, safer and more sustainable food and farming

Moving from Knowledge to Action: Blogging research and outcome highlights. ( Text document )

Kristjanson P. and Jost C.C. and Vervoort J. and Ferdous N. and Schubert C. ( 2014 )

This blog book tells the story of CCAFS research theme ‘Linking Knowledge with Action’; its approach and lessons learned throughout the years, especially 2014, while illustrating its many achievements through blogs and photos.

Quality Education for Sustainable Development: A priority in achieving sustainability and well-being for all. ( Text document )

Paul OFEI-MANU & Robert J. DIDHAM ( 2014 )

MAIN MESSAGE(S) This Policy Brief argues that the foremost priority for educational development should now be on enhancing quality, transcending past objectives focused primarily on access and attainment (i.e., Education For All (EFA) and the Millennium Development Goals).Enhancing Quality Education should become a cornerstone of both the Sustainable Development Goals (SDGs) and the post-2014 Global Action Programme on ESD for quality education is essential for further progress across all dimensions of sustainable development. Enhancing Quality Education can be achieved through integration of a holistic perspective on education for sustainable development (ESD) and use of measurable learning targets/outcomes. This Policy Brief presents an ESD Learning Performance Framework (LPF), addressing both learning processes and educational contents, that provides a roadmap for how stronger ESD can promote greater educational quality overall. The effectiveness of Quality Education for Sustainable Development could be significantly enhanced through applying the LPF to: 1)Support curriculum developers in designing holistic and relevant school curricula that includes transformative educational and teaching approaches;2)Strengthen teachers competency for ESD through training on the LPF and its application;3)Guide school administrators to develop safe learning environments that serve as models of sustainability and support experiential education;4)Encourage education policy makers to consider transformative learning approaches in educational reforms and the integration of ESD into standard educational policy.The LPF therefore can facilitate well-informed educational policy making, curriculum design, course content, teaching pedagogies, and learning environments. The LPF also provides a basis for developing measurable, qualitative learning targets and progressive indicators for assessing global progress on DESD, the Global Action Programme on ESD and the SDGs, as well as monitoring educational performance at national and local levels.

Quality Education for Sustainable Development: A priority in achieving sustainability and well-being for all. ( Text document )

( 2014 )

This policy brief presents an Education for Sustainable Development (ESD) Learning Performance Framework (LPF) to address both learning processes and educational contents. The LPF provides a roadmap for how stronger ESD can promote greater educational quality, and can serve as a basis for developing targets and indicators for both the post-2014 Global Action Programme on ESD and the Sustainable Development Goals (SDGs).

SDGs focus areas: Stakeholder proposals for goals and targets. ( Text document )

( 2014 )

This report aims to provide a snapshot of stakeholder proposals on the 19 focus areas and provide a selection of example goals and targets that can feed into initial discussions on these concrete elements. It is hoped that this synthesis will be a useful resource for OWG members and other stakeholders involved in the process of designing goals and targets for the Post- 2015 Development Agenda.

Southern African Journal of Environmental Education. ( Text document )

( 2014 )

The SAJEE aims to publish and report on a wide range of aspects relating to Environmental Education, Ethics and Action in southern Africa and elsewhere. The journal seeks to further the study and practice of environmental education by providing a forum for researchers, scholars, practitioners and policy makers. The journal aims to carry papers reflecting the diversity of environmental education practice in southern Africa, and includes conference reviews and keynote papers, retrospective analyses of activities or trends in a particular field, commentaries on policy issues, comparative aspects of an environmental education, environmental ethics or environmental action issue, and critical reviews of environmental education, ethics and action in a particular country or context

The Green Office Movement - 2 pager. ( Text document )

rootAbility ( 2014 )

This document provides a short introduction into the Green Office Movement, a growing community of students and staff from universities around Europe that want to make their organisations more environmentally sustainable and socially responsible through Green Offices. The Green Office Model is the idea of a student-led and staff-supported sustainability hub that coordinates and initiates sustainability projects and initiatives at universities.

The Growth of Trees - A Historical Perspective on Sustainability. ( Text document )

Christof Mauch ( 2014 )

The decisions made by societies to regulate and shape their dependencies on, and relationship with, their environments—incorporating the history of the term “sustainability” and the lessons that can be learnt from it are addressed here by Professor Mauch. He uses several examples to vividly express the risks and challenges faced by what we think of as sustainable societies, at a time when the systems of which they were part became too large or complex to handle. He outlines the rise of Europe in terms of the historical situation and peculiarities in the ways in which inhabitants have engaged with their environment, illustrating to a large degree why the world is the way it is today. An understanding of historical change is of far greater importance for Reflection and Sustainable Development: Looking Backwards to See Forwards.

The Heart of the Matter: Infusing Sustainability Values in Education. ( Text document )

Alicia Jimenez and Douglas F. Williamson and Eds. ( 2014 )

Collection of experiences of education for sustainable development with the Earth Charter.

The Mediterranean Strategy on Education for Sustainable Development. ( Text document )

Editor: Michael Scoullos ( 2014 )

The Mediterranean Strategy on ESD was endorsed by the Ministers of Environment and Climate Change of the Union for the Mediterranean (UfM) during theor meeting in Athens, on 13 May 2014, annexed to their Ministerial Declaration. This booklet includes the full text of the Strategy, as well as its background and foreseen next steps, in three languages: English, French and Arabic.The publication was supported by the EU through the Horizon 2020 CP/MED Programme.

The Road to Dignity by 2030: Ending Poverty, Transforming All lives and Protecting the Planet. ( Text document )

( 2014 )

Report from the UN Secretary-General on the goals and steps to take towards a post-2015 agenda.

The Role of Women Education for a Sustainable Development of the Balanced Society. ( Text document )

HarshaDhar .G and Shashirekha .K .R ( 2014 )

The study paper has assembled three objectives also framed a couple of hypotheses. Finally the study revises a various participation strategies, terms and conditions, facts and figures associated to women education and sustainable development emphasizes to prioritize as according to the need of the balanced society

Turismo, Patrimonio y Escuela : un viaje por el Patrimonio de nuestro país. ( Text document )

Ministry of Education and Ministry of Tourismo ( 2014 )

The main objective of the publication is to get students from different primary schools all over Argentina to learn about UNESCO World Heritage Sites in Argentina while focusing in tourism for sustainable development.

UN Decade of Education for Sustainable Development (DESD) in Korea. ( Text document )

Sun-Kyung Lee and Nam-soo Kim and Yi-Sung Kim and Chankook Kim and Seunghyun Baek and Jae-young Lee and Meejeong Jang and Sue-Jung Jung and Wonyoung Jung and Woo-jin Cho and Hyung Son Ju and Se-Young Hwang ( 2014 )

United Nations Decade of Education for Sustainable Development (2005-2014) Japan Report. ( Text document )

( 2014 )

Japan has produced this report to spark efforts within the country and serve as a reference for efforts in other countries beyond 2014 by describing the efforts made under, and achievements of, Japan’s Action Plan for the UNDESD (decided in an Interministerial Meeting of 2006 and revised in 2011) and providing examples of good practices in Japan identified by inviting the opinions of relevant personnel through roundtable meetings.

United Nations Framework Covention on Climate Change (UNFCC) Decisions and Conclusions: Exisiting mandates and entry points for gender equality. ( Text document )

Bridget Burns and Joanna Patouris ( 2014 )

The purpose of this compilation of UNFCCC text is to support decision-makers, negotiators and advocates in mapping current decisions that contain specific references to gender equality (e.g. in relation to gender balance or gender-sensitive approaches) and identifying gaps (i.e. key entry points for strengthening concepts and text.) This mapping further serves to support users in more effectively monitoring the implementation of gender sensitive climate change policies and actions at all levels.

‘Education for Sustainability’ The National Strategy on Education for Sustainable Development in Ireland, 2014- 2020. ( Text document )

( 2014 )

This National Strategy on Education for Sustainable Development (ESD) has been developed by the Department of Education and Skills (DES), in consultation with key stakeholders. It provides a framework to support the contribution that the education sector is making and will continue to make towards a more sustainable future at a number of levels: individual, community, local, national and international.

Agir pour la Biodiversité: Quel Outil? ( Text document )

( 2015 )

La Fabrique Ecologique, fondation pluraliste et transpartisane de l’écologie, réfléchit, lance des débats et élabore des propositions concrètes en matière d’écologie et de développement durable. Elle réunit pour cela des experts de toutes sensibilités politiques et d’horizons divers. Des notes de référence sont publiées à partir de l’activité de groupes de travail et une place toute particulière est donnée au débat collaboratif au travers des ateliers co- écologiques.

Biodiversity and Development Handbook 2015. ( Text document )

( 2015 )

The 2015 USAID Biodiversity and Development Handbook is a foundational resource for implementation of USAID’s Biodiversity Policy. The main purpose of the handbook is to help USAID managers and implementing partners plan, design, implement, and monitor strong and sustainable conservation efforts in line with Agency experience, policy, and guidance. A strong secondary purpose is to contribute USAID knowledge and experience to the global conservation community, particularly in designing projects with robust learning components and in integrating conservation and development objectives. It draws from the USAID, partner, and global knowledge base of principles, approaches, resources, best practices, and case examples.

Can sustainability plans make sustainable cities? The ecological footprint implications of renewable energy within Philadelphia's Greenworks Plan. ( Text document )

Daniel Moscovici and Richardson Dilworth and Jerry Mead and Sheng Zhao ( 2015 )

Our objective is to theoretically establish the extent to which at least one of the items in Greenworks—to have 20% of the city’s electricity come from alternative energy sources—might reduce Philadelphia’s overall energy footprint if implemented within the municipal boundaries. By moving away from the idea that per capita energy footprints add up to a citywide energy footprint, we posit that a city can reduce its overall energy footprint by utilizing internal resources, even if the total land used for that respective energy were to increase.

Children's environmental health indicators as tools to measure progress toward sustainability. ( Text document )

Rebecca Rehr and Gregory Miller and Brenda Foos ( 2015 )

This research analyzes the intersections between children’s environmental health and sustainability and explores children’s environmental health indicators as quantitative metrics to evaluate existing sustainability initiatives in the United States.

Communities in Action – Lifelong Learning for Sustainable Development. ( Text document )

Fumiko, Noguchi and Jose Roberto, Guevara and Rika, Yorozu ( 2015 )

This handbook (1,8 MB; PDF) identifies principles and policy mechanisms to advance community-based learning for sustainable development, based on the commitments endorsed by the participants of the Kominkan-CLC International Conference on Education for Sustainable Development, which was held in Okayama City, Japan, in October 2014. To inform policymakers and practitioners new to this field, the handbook clarifies the international vision and goals for sustainable development and Education for Sustainable Development (ESD), and identifies the potential contributions of community-based learning centres and organizations. It documents both policy and practice from different regions and concludes with a summary of principles and policy support mechanisms.

Conencting Global Priorities: Biodiversity and Human Health - A state of knowledge Review. ( Text document )

( 2015 )

The report synthesizes the available information on the most important inter-linkages; for example between biodiversity, ecosystem stability, and epidemic infectious diseases such as the Ebola virus; and the connection between biodiversity, nutritional diversity and health. It also covers the potential benefits of closer partnerships between conservation and health, from improved surveillance of infectious diseases in wildlife and human populations, to promoting access to green spaces to promote physical activity and mental health. Of course, it also highlights the many areas in which further research is needed.

Culture in, for and as Sustainable Development. ( Text document )

Dessein J. and Soini K. and Fairclough G. and Horlings L ( 2015 )

This publication presents conclusions emerging from a four-year (2011-15) COST Action IS1007 Investigating Cultural Sustainability, attempting to strengthen and more solidly ground sustainability by integrating culture and cultural perspectives into it. The Action aimed to strengthen sustainable development’s conceptual framework, suggest ways of operationalising the new perspectives and insights, and to locate culture in sustainability policies and assessments. This publication offers ways forward to harness culture to the sustainable development goals.


( 2015 )

The purpose of this draft stocktaking report is to contribute to the overall development of the Sustainable Lifestyles and Education Programme of the 10-Year Framework of Programmes on Sustainable Consumption and Production (10YFP) by delivering a better understanding of the complex relations between lifestyles and sustainability, briefly explaining the relevant role of research, policy development, education and civic action as fundamental tools to enable, strengthen and safeguard sustainable lifestyles, and identifying regional, sub regional, national and local initiatives and actions that indicate a shift towards more sustainable lifestyles or the safeguarding of sustainable traditional knowledge and cultural practices.

Gender equality and women's rights in the post-2015 agenda: A foundation for sustainable development. ( Text document )

( 2015 )

The post-2015 framework presents a unique opportunity to build on the achievements of the Millennium Development Goals (MDGs), while also addressing the dimensions that lag behind. It is time to act now – to increase both the political will and the resources to achieve full and lasting gender equality, women’s empowerment and women’s rights

Global Action Programme on Education for Sustainable Development Information Folder. ( Text document )

ESD, UNESCO ( 2015 )

This is a comprehensive folder containing 13 information sheets on different aspects of the Global Action Programme on ESD (GAP) and its key actors and partners. It aims to familiarize educators, learners and the general public with the GAP and advise them on how to spread the word. As the Global Action Programme unfolds in the coming years, the contents of the folder will be updated regularly.

Green Office Model. ( Text document )

rootAbility ( 2015 )

Green Office Model Budget Calculation Template. ( Text document )

rootAbility ( 2015 )

Students and staff can use this budget calculation template to calculate the necessary budget for their Green Office. A Green Office is a student-led and staff-supported sustainability hub at a university that coordinates and initiates sustainability projects and initiatives. This budget calculation is necessary to estimate the financial support that the university should provide to the Green Office.

Green Office Model Funding Proposal Template. ( Text document )

rootAbility ( 2015 )

Students and staff can use this template to write their funding application for a Green Office, a student-led and staff-supported sustainability hub at their university that coordinates and initiates sustainability projects and initiatives. This funding application is the necessary to acquire funding, legitimacy and support from the university for the Green Office.

Green Office Model Webinar. ( Video )

rootAbility ( 2015 )

This webinar provides a 60min introduction into the Green Office Model and how students and staff from universities around the world can adapt this to the context of their university. The Green Office Model is the idea of a student-led and staff-supported sustainability hub that coordinates and drives the sustainability transition of universities.

How to achieve sustainable procurement for peripheral products with significant environmental impacts. ( Text document )

Magnus Boström and Michael Gilek and Eva Hedenström and Anna Maria Jönsson ( 2015 )

The study is based on a qualitative and comparative approach, with empirical findings from 26 case studies of Swedish public and private procurement organizations. These organizations operate in the sectors of hotels/ conference venues, transport, cinema, interior design, and hospitals/daycare. While this work demonstrates major challenges for buyers to take into account peripheral items in sustainable procurement, it also identifies constructive measures for moving forward. A general sustainability/environmental focus can, as an effect, spill over to areas perceived as peripheral

How well are the links between education and other sustainable development goals covered in UN flagship reports? A contribution to the study of the science-policy interface on education in the UN system. ( Text document )

Katia Vladimirova and David LeBlanc ( 2015 )

Based on exhaustive content analysis of 40 global reports, this paper examines how well such links are represented in flagship publications of the United Nations system. Taken together, the reports identify links between education and all the SDGs, with the notable exception of SDG 14 oceans. For most of the SDGs, causal links are identified in both directions, from education to other goal areas and vice-versa.

Instruction relative au déploiement de l'éducation au développement durable dans l'ensemble des écoles et établissements scolaires pour la période 2015-2018. ( Text document )

( 2015 )

La présente instruction prévoit, dès 2015, la mise en place d'actions concrètes permettant d'amplifier la dynamique d'éducation à l'environnement et au développement durable de façon concomitante dans l'ensemble des académies

Interim Assessment of Revised National Biodiversity Strategies and Action Plans (NBSAPS). ( Text document )

Pisupati B. and Prip C ( 2015 )

The assessment provides specific examples of national actions suggested in the revised NBSAPs, and a set of generic recommendations for countries that are still to finalize their NBSAPs. The key outcomes of the review to be considered by countries finalizing their post-2010 NBSAPs

Inundaciones Urbanas y Cambio Climatico - Recomendaciones para la gestión. ( Text document )

( 2015 )

Nuestra participación en este documento brinda algunas herramientas para la gestión del riesgo por inundaciones en áreas urbanas, haciendo especial énfasis en las llamadas medidas no estructurales. Son ellas las que tradicionalmente no han sido consideradas en la gestión de inundaciones pero que, sin embargo, tienen una importancia central para complementar las obras de infraestructura y para lograr el objetivo de la adaptación a las variables condiciones del clima y la hidrología.

Leading Practice Publication: Professional development of university educators on Education for Sustainable Development in European countries. ( Text document )

D., Kapitulčinová and J., Dlouhá and A., Ryan and A., Barton and J., Dlouhý and M., Mader and D., Tilbury and I., Mula and J., Benayas and D., Alba and C., Mader and G., Michelsen and K., Vintar Mally ( 2015 )

This Leading Practice Publication (LPP) is the result of nearly two years of work on the European project University Educators for Sustainable Development (UE4SD) building on the knowledge and experience of 53 partners from 33 countries active in the area of Education for Sustainable Development (ESD) at European higher education institutions (HEIs). The aim of this book is to: 1) provide an overview of the best practice examples of professional development opportunities for European university educators in the area of ESD; and to 2) inspire the reader to engage in supporting further developments in this field.

Manifeste pour une éducation à la citoyenneté planétaire. ( Text document )

Collectif Paris-Education 2015 ( 2015 )

Le Manifeste, publié à la veille de la COP21 Climat à Pairs, s’adresse à tous ceux et toutes celles qui sont soucieux de garantir la généralisation, partout sur le globe, d’une nouvelle éducation capable d’apprendre à tous comment vivre ensemble à 9 ou 10 milliards d’habitants en 2050, sur une planète fragile et limitée.

Monitoring Education for Global Citizenship: A Contribution to Debate. ( Text document )

Fricke H.-J. and Gathercole C. and Skinner A ( 2015 )

This research report is the fifth in a series produced by DEEEP, a project of the Development Awareness Raising and Education (DARE) Forum of CONCORD, the European NGO Confederation for Relief and Development.1 The report explores the challenges and opportunities of monitoring education for global citizenship (EfGC), aiming to provide a contribution to debates around education targets and indicators of the post-2015 Sustainable Development Goals related to EfGC.2 Attention is given to the extent to which education for global citizenship can contribute to what various writers call the ‘transformative’ potential of education. A particular concern in all this is the use and usefulness of targets, indicators and monitoring to education practitioners.

Presentation about the Green Office Movement and Model. ( Text document )

rootAbility ( 2015 )

This presentation provides a short introduction into the Green Office Model and Movement. A Green Office is a student-led and staff-supported sustainability hub at their university that coordinates and initiates sustainability projects and initiatives. The GO Movement is a growing community of students, staff and professionals who promote the Green Office Model and support established Green Offices.

Regional Strategy on Sustainable Consumption and Production (SCP) for the 10YFP implementation in Latin-America and the Caribbean (2014-2022). ( Text document )

( 2015 )

This draft has been prepared in consultation with the Executive Committee of the Regional Council of Government Experts on SCP and the technical support of UNEP and the 10YFP Secretariat. It is now open to a public consultation with all the Regional Council of Government Experts on SCP (National Focal Points on 10YFP/SCP in the 33 countries in LAC), and relevant stakeholders and SCP experts in the region.


( 2015 )

The present discussion paper highlights a number of potential indicators for a sub-set of the SCP-related targets in the proposed SDGs. The purpose is to contribute to the development of an integrated, science-based set of indicators to monitor progress towards SCP patterns which supports the achievement of the SDGs. An effort is made to identify indicators which can be applied to measure more than one target, and which contribute to making them transformative by building inter-linkages and complementarities between the targets and the goals which they underpin

SUSTAINIA 100 2015. ( Text document )

( 2015 )

The 2015 Sustainia100 study features 100 new stories from the forefront of sustainability innovation. Deployed in 151 countries, the solutions feature new ways of saving water, managing waste, building homes and safeguarding our food production. The top-100 sustainability solutions were found after reviewing +1500 projects and businesses on six continents.

Social norms, happiness, and the environment: closing the circle. ( Text document )

John F. Helliwell ( 2015 )

This Community Essay surveys evidence showing that malleable social norms and the well-being benefits of pro-social acts together provide a powerful new path to sustainability. If people really are happier working together for a shared purpose, this exposes a multitude of win-win solutions to material problems that build community while meeting material needs

Solving the problems we face: the United States Environmental Protection Agency, sustainability, and the challenges of the twenty-first century. ( Text document )

Alan D. Hecht1 and Joseph Fiksel2 ( 2015 )

This Community Essay describes the evolution of programs and activities at the United States Environmental Protection Agency (USEPA) since 1970 toward the goal of a more resilient and sustainable society. While adhering to its historical roots in controlling pollution, it delineates how USEPA has also adopted a broader perspective on sustainability and resilience

Stratégie nationale de transition écologique vers un développement durable 2015-2020. ( Text document )

( 2015 )

En 2015, la loi de transition énergétique pour une croissance verte crée un élan d’écologie positive qui lève les freins, libère les initiatives et donne à chacun le pouvoir d’agir. Ce sont tous les acteurs, collectivités territoriales, associations, entreprises et citoyens qui feront progressivement émerger un nouveau modèle de société qui allie progrès économique, écologique et humain. S’appuyant sur cette dynamique, la stratégie nationale de transition écologique vers un développement durable 2015-2020 succède à la stratégie nationale de développement durable 2010-2013 en fixant le nouveau cap en matière de développement durable. Elle assure la cohérence de l’action publique et facilite l’appropriation par le plus grand nombre des enjeux et des solutions à apporter.

The Convergence of economic development and energy-transition policies in state-government plans in the United States. ( Text document )

David J. Hess and Quan D. Mai ( 2015 )

This study assesses one type of policy for which disagreements may be less heated: economic development targets for industrial sectors in U.S. state governments that support the renewable energy and clean technology (RE&CT) industrial sector

The School of the Future- Renewal of subjects and competences. ( Text document )

( 2015 )

In this report the Committee provides knowledge on this issue and proposes choices we as a society should make when it comes to competences for the future and renewal of subjects. This will lay the foundation for creating good lives for Norwegian citizens and for creating a productive society that can contribute in a globalised world.

Towards integration at last? The sustainable development goals as a network of targets. ( Text document )

David Le Blanc ( 2015 )

This article explores the extent to which the structure of the proposed goals and associated targets does indeed reflect the objective of better integration across sectors. The proposed goals and targets can be seen as a network, in which links among goals exist through targets that explicitly refer to multiple goals. The objective is to show where links between goals were made by the political process that created the SDGs. The resulting network and mapping, which reflect the results of negotiations in an intergovernmental context, can be thought of as a “political mapping” of the sustainable development universe, as opposed to, for example, a mapping purely based on natural and social science insights about how the system work.

UNEP/UNESCO YouthXchange Green Skills and Lifestyles Guidebook - Communications Brochure. ( Text document )

Wayne Talbot ( 2015 )

The Guidebook is designed to help young people familiarize themselves with the green economy, the skills needed for a green economy (such as how to engage in social innovation and green entrepreneurship), and how to make their jobs greener (which also involves adopting more sustainable ways of living. This communications brochure provides more information about the guidebook, which will be published in late-2015.

This list was generated on Wed Sep 18 14:56:48 2019 CEST.