Skýrsla um áratug UNESCO um sjálfbærni
Einföld svör við nokkrum spurningum um menntun til sjálfbærni . Tengillinn vísar inn á vefsíðu sem er hluti af stærri vef sem fjallar um áratug UNESCO um menntun til sjálfbærni.
Education for Sustainable Development
Toolkit (142 bls.) Skýrsla eftir Rosalyn McKeown, Ph.D. gefin út 2002. Styrkt af Waste Management Research
and Education Institution.
The Education for Sustainable Development Toolkit is based on the idea that communities and educational systems within communities need to dovetail their sustainability efforts. As communities develop sustainability goals, local educational systems can modify existing curriculums to reinforce those goals. As we developed the Toolkit, it became apparent that many communities have not developed sustainability goals or action plans on which to base educational change. As a result, we include some exercises to help communities develop such goals. We also include a few exercises to explain the concept of sustainable development.
Teaching and learning for sustainable future Vefsíða gefin út 2006 af UNESCO. Virðast við fyrstu sýn vera leiðbeiningar um nálganir í kennslu.
The DESD breaks down the traditional educational scheme and promotes:
– Interdisciplinary and holistic learning rather than subject-based learning
– Values-based learning
– Critical thinking rather than memorizing
– Multi-method approaches: word, art, drama, debate, etc.
– Participatory decision-making
– Locally relevant information, rather than national
Skýrsla frá 1996 Education: The Treasure within um hugmyndir UNESCO um nauðsynlegar umbætur í menntamálum. Í kafla 6 er m.a. fjallað um háskóla.
Þar segir m.a.
Universities should be central to the higher level of the system, even if, as is the case in many countries, thereare other, non-university establishments of higher education.
• Universities would have vested in them four key functions:
1. To prepare students for research and teaching.
2. To provide highly specialized training courses adapted to the needs of economic and social life.
3. To be open to all, so as to cater for the many aspects of lifelong education in the widest sense.
4. International co-operation.
- The universities should also be able to speak out on ethical and social problems as entirely independent and fully responsible institutions exercising a kind of intellectual authority that society needs to help it to reflect, understand and act.