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1.
2003年,联合国启动了一项宏大的任务,宣布实施《联合国可持续发展教育十年国际实施计划(2005-2014年)》(以下简称《十年计划》),动员各国政府行动起来,推动教育促进可持续发展的进程。如今,《十年计划》即近尾声,面对联合国发布《2014年后可持续发展教育全球行动计划》的新形势,有必要对国际可持续发展教育走势做一评述,并对中国可持续发展教育的经验与创新特色作出评估,进而更好地展望未来。 相似文献
2.
邵军 《中国科教创新导刊》2012,(7):6-7
2005年3月1日,联合国启动《教育促进可持续发展十年国际实施计划(2005～2014)》(以下简称《十年计划》),可持续发展教育成为联合国教科文组织重点关注的项目之一。作为引领全球教育改革的纲领性文件《,十年计划》采用了可持续发展教育(Education for Sustainable Development,简称ESD)的表述形式。本文主要针对可持续发展教育的概念界定、特征、内涵以及发展策略进行论述,希望能进一步促进可持续发展教育在我国学校教育中的深入渗透。 相似文献
3.
女士们、先生们:大家上午好!非常高兴能够参加第六届北京可持续发展教育国际论坛。今天,我主要围绕可持续发展以及可持续发展教育面临的问题和挑战谈谈自己的看法,然后和大家讨论一下《联合国可持续发展教育十年(2005-2014年)国际实施计划》的相关进展和未来展望。关于可持续发展以及可持续发展教育面临的挑战,首先是可持续发展教育及其与环境 相似文献
4.
根据《联合国教育促进可持续发展十年（2005-2014年）国际实施计划》、我国教育部《中小学环境教育实施指南》和《北京市中小学可持续发展教育指导纲要》的基本精神及课程改革的具体要求,利用学科教学主渠道实施可持续发展教育是十分必要的。应将可持续发展教育纳入基础教育课程体系,充分把握在学科教学中实施可持续发展教育的基本内涵与基本定位,明确在学科教学中实施可持续发展教育的策略。 相似文献
5.
郑佳珍 《中国现代教育装备》2011,(8):73-77
一、本课题研究背景20世纪中叶以来,保护良好的生态环境,实现经济和社会的可持续发展已成为各国政府的共识。2005年联合国《教育促进可持续发展十年国际实施计划》正式启动,教育应当承担起促进可持续发展的功能和方向。 相似文献
6.
可持续发展教育是实现可持续发展的关键因素,是实现优质教育的核心内容.近年来,可持续发展教育理念不断得到深化,实践不断取得突破,已然成为教育变革与创新的催化剂,但要在国家和国际层面实现可持续发展教育与现有教育的全面融合,实现每个人都能获得可持续发展所需要的知识、技能和价值观,仍需做大量工作.随着《联合国可持续发展教育十年(2005-2014)国际实施计划》的即将结束,可持续发展教育作为2015年后行动议程的关键因素将变得至关重要,这包含两层含义:进一步促进可持续发展教育与所有教育议程的融合;进一步促进可持续发展教育与所有可持续发展相关议程的融合.这将为教科文组织及其他利益相关者开展可持续发展教育工作提供重要指引. 相似文献
7.
2014年11月10-12日,笔者作为中国代表团的一员,有幸参加了在日本爱知县名古屋市召开的联合国教科文组织可持续发展教育大会,通过旁听大会发言,参加分组讨论,阅读会议的决议、宣言及联合国教科文组织相关文件,对可持续发展教育有了新的感受和领悟。本文将参照联合国教科文组织在名古屋大会上公布的《联合国可持续发展教育十年(2005-2014年)国际实施计划》《可持续发展教育全球行动计划》《可持续发展教育爱知-名古屋宣言》等文 相似文献
8.
<正>1992年8月国际地理联合会通过的《地理教育国际宪章》指出:地理学是一门旨在解释区域特征以及人类和事物在地球上出现、发展和分布情况的科学。地理学所关注的是人与环境在特定地点和位置的相互作用。并提出了地理学的五个核心概念:位置和分布、地方、人与环境的关系、空间的相互作用、区域。宪章指 相似文献
9.
为了应对国际投资政策的新变化,为了世界可持续发展,联合国贸易与发展委员会2012年发布了《可持续发展投资政策框架》。该《框架》包含三部分:可持续发展投资政策核心原则、国际投资政策指南、国际投资协定内容的政策选择。该《框架》详细具体地设计了投资政策选择性方案,供各国根据本国国情选择采用。在具体的投资政策设计中,以可持续发展为宗旨和目标,注意发展中国家和发达国家、投资者和公众的利益平衡,并强调投资政策有效性评估,以便科学地实施和调整投资政策。 相似文献
10.
王巧玲 《北京师范大学学报(社会科学版)》2007,(6):126-129
教育是可持续发展变革的重要手段。中国可持续发展教育项目的特色主要表现为:在国际视野下结合中国实际进行可持续发展教育的理论构建,是可持续发展教育扎根于中国的奠基石;整体进行可持续发展教育课程设计,是可持续发展教育理念真正落到学校教育改革实际的基本环节;定期组织国家讲习班和国际论坛等多种师资培训活动,是传播可持续发展教育理念与成功经验的必要平台。在科学发展观的指导下,以进一步落实《联合国可持续发展教育十年(2005-2014)国际实施计划》为契机,作为可持续发展教育的"旗舰"项目,中国可持续发展教育项目应当适应学校发展的实际需要,深入开展可持续发展教育课题研究;建立学校、政府、社会、企业等共同参与、利益共享的同盟关系,全方位扩展可持续发展教育的合作空间。 相似文献
11.
Evoking a concern for intergenerational equity and claiming that the bounty and beauty of Earth have become diminishing prospects, I introduce the Earth Charter as an expression of the hopes of diverse communities around the globe. I argue that the Charter deserves educators' attention as an integrated vision of social justice, peace, and ecological sustainability. I believe the Earth Charter can help transform our conception of what is foundational to include solutions to the deepening anthropogenic ecological crisis. Attention is given to the rationale and methodology for teaching with the Earth Charter. I argue that those in educational studies must deeply engage the problems of our time and that the Earth Charter offers hopeful possibilities for examining and addressing our mutual interconnections. 相似文献
12.
Education for sustainable development (ESD): the turn away from ‘environment’ in environmental education? 总被引：1，自引：1，他引：0
Helen Kopnina 《Environmental Education Research》2012,18(5):699-717
This article explores the implications of the shift of environmental education (EE) towards education for sustainable development (ESD) in the context of environmental ethics. While plural perspectives on ESD are encouraged both by practitioners and researchers of EE, there is also a danger that such pluralism may sustain dominant political ideologies and consolidated corporate power that obscure environmental concerns. Encouraging plural interpretations of ESD may in fact lead ecologically ill-informed teachers and students acculturated by the dominant neo-liberal ideology to underprivilege ecocentric perspective. It is argued that ESD, with its focus on human welfare, equality, rights and fair distribution of resources is a radical departure from the aim of EE set out by the Belgrade Charter as well as a distinct turn towards anthropocentrically biased education. This article has two aims: to demonstrate the importance of environmental ethics for EE in general and ESD in particular and to argue in favour of a return to instrumentalism, based on the twinned assumptions that the environmental problems are severe and that education of ecologically minded students could help their resolution. 相似文献
13.
《Higher Education Policy》2002,15(2):169-176
This article describes initiatives at the University of Costa Rica, which, in combination with national programs, have strengthened the country's commitment to sustainable development over the past 15 years. It discusses the University's role in defining a national perspective on sustainability starting in 1987, as well as the evolution of the University's Programa Institucional de Sostenibilidad y Paz (PRINSOPAZ) from being University focused to joining with the Earth Council to promote the Earth Charter both nationally and internationally. 相似文献
14.
Sustainable development,higher education and pedagogy: a study of lecturers' beliefs and attitudes 总被引：1，自引：3，他引：1
D. R. E. Cotton M. F. Warren O. Maiboroda I. Bailey 《Environmental Education Research》2007,13(5):579-597
Education for sustainable development (ESD) is playing an increasing role in the higher education curriculum. However, little previous research exists on lecturers' understanding of and attitudes towards sustainable development. This study used an online questionnaire to investigate lecturers' views of sustainable development and its contribution to the higher education curriculum. The questionnaire asks lecturers from a variety of different disciplines about their views on appropriate pedagogy for ESD, and gives insights into the potential opportunities for and barriers to the incorporation of ESD into higher education. The findings of this survey reveal a wide range of understandings of sustainable development within this institution—and a high level of critical debate about the concept itself. In common with some previous research, there are indications that many lecturers find the language of ESD inaccessible. Despite this, a fairly high level of support for sustainable development is expressed across all discipline areas and a range of suggestions about appropriate pedagogies for ESD are raised. However, the extent to which this enthusiasm can be translated into practical changes to the higher education curriculum remains less certain. 相似文献
15.
Margarita Pavlova 《Environmental Education Research》2013,19(5):656-672
The UN Decade of Education for Sustainable Development (DESD) charges educators with a key role in developing and ‘securing sustainable life chances, aspirations and futures for young people’. Environmental Education (EE) and ESD share a vision of quality education and a society that lives in balance with Earth’s carrying capacity, even as they differ in terms of expectations of how that vision is realized, and what might need to be balanced. Rather than treat EE and ESD as sparing partners or fellow travellers towards the same destination, this paper analyses EE and ESD from the perspective of transformative educational goals. Using these goals as a benchmark transcends immediate problems with either form of education, while also helps to clarify policies and practise formations, appropriate to a diversity of educational contexts. 相似文献
16.
Inka Bormann Jutta Nikel 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(6):793-809
The United Nations (UN) Decade of Education for Sustainable Development (ESD) aimed to integrate the principles, values and practices of sustainable development into all aspects of education and learning around the world. The authors of this article address the implementation process of ESD in Germany during the UN Decade (2005–2014). By undertaking a meta-analysis of the findings of four related sub-studies they carried out during a three-year project funded by the German Federal Ministry of Education and Research, the authors contribute to the understanding of the process of transferring the concept of ESD within a multi-level education system. They investigated this process at two levels – the federal state (a sub-national entity in Germany) and the communal level. Drawing on educational governance theory, the authors unveil principles, norms, rules and procedures in the coordination of action within constellations of heterogeneous actors contributing to the implementation of ESD in their social entities. The outcome of the meta-analysis describes an emerging governance regime in ESD, taking into consideration the following features impacting the coordination of action being carried out by the actors involved: (1) the understanding of the normative concept of ESD as content of negotiation; (2) the perceived opportunity for actors to gain and increase appreciation within the field of ESD as an incentive for and driver of engagement; and (3) the dynamic quality of the set-up, rules and principles of the coordination of action, which renders these subject to situative changes. In the final part of the paper, the findings are discussed from the perspectives of the theory of transfer and the current empirical basis of ESD policy and governance. 相似文献
17.
吴晓清 《连云港职业技术学院学报》2012,25(3):67-69
多元价值观背景下,高职院校大学生的就业价值观存在就业期望值过高、就业观念功利化、缺乏良好的职业道德素质和社会价值观逐渐淡化等问题。针对这些问题,高职院校应该采取积极有效的措施对大学生进行就业价值观教育,从而促进高职院校大学生顺利就业和学校可持续发展。 相似文献
18.
论环境教育与可持续发展教育 总被引：4，自引：0，他引：4
环境教育和可持续发展教育究竟有怎样的关系?国内外学者看法各异。归纳起来,主要有五种:第一,环境教育与可持续发展教育是等同的;第二,可持续发展教育是环境教育的一部分;第三,环境教育是可持续发展教育的一部分;第四,可持续发展教育与环境教育互不包含,但有共同的部分;第五,可持续发展教育是环境教育发展过程中的一个高级阶段。根据相关文献分析,我们认为,环境教育是可持续发展教育的一部分,两者关系是互动的,环境教育需要面向可持续发展重新定向,可持续发展教育有着环境教育无法实现的功能。 相似文献
19.
The work described here is set in a context of considerable national and international debate about the nature of sustainable development and education for sustainable development (ESD). It describes how nine primary school teachers translated a particular conceptualization of ESD into classroom teaching. The conceptualization which informed the work was that set out in a report produced by the Panel for Education for Sustainable Development, a working group which advised on the introduction of ESD in the revised National Curriculum for the year 2000. The findings are based principally on interviews with teachers and pupils, both before and after teaching. Examples of pupil learning are given to illustrate what might count as ESD in these young children. A concluding section examines the teaching and learning in light of current literature on the nature of ESD. 相似文献
20.
The article explores education for sustainable development (ESD) as a policy concept in different spaces and how it is re-articulated as part of a process of globalisation. The objective is to explore empirically an alternative set of logics in order to conceive of this process of globalisation. With this objective in mind, the article investigates articulations of ESD and sustainable development in Vietnamese and Thai policy-making, and reflects upon how these articulations can be seen to relate to globalisation. In so doing, it addresses concerns about the globalising potential of ESD within the field of environmental education research, and aims to open up for an alternative understanding of the processes associated with the rearticulation of ESD in different national education policy settings. The alternative conception that is put forward promotes an understanding of these re-articulations of ESD as contingent, opening up a space for contestation and counter-hegemonic articulations. 相似文献