Relevant bibliographies by topics / United Nations Decade of Education for Sustainable Development, 2005-2014

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Academic literature on the topic 'United Nations Decade of Education for Sustainable Development, 2005-2014'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2025

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Journal articles on the topic "United Nations Decade of Education for Sustainable Development, 2005-2014"

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Combes, Bernard P. Y. "The United Nations Decade of Education for Sustainable Development (2005–2014): Learning to Live Together Sustainably." Applied Environmental Education & Communication 4, no. 3 (2005): 215–19. http://dx.doi.org/10.1080/15330150591004571.

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Grabovska, Rudīte, and Jens Grabowski. "Implementing the United Nations Decade on Education for Sustainable Development in Latvian Higher Education." Journal of Teacher Education for Sustainability 11, no. 1 (2009): 18–30. http://dx.doi.org/10.2478/v10099-009-0029-y.

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Implementing the United Nations Decade on Education for Sustainable Development in Latvian Higher EducationThe article analyzes the implementation of aims and tasks of the UN Decade of Education for Sustainable Development (DESD) (2005-2014) in Latvian higher education institutions (HEI). In the first part of the article the general context of DESD and its' objectives that will be necessary to reach in all levels of education systems are characterized. The second part describes the results obtained from the research on five Education for Sustainable Development (ESD) indicators by considering
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Tilbury, Daniella. "Australia's Response to a UN Decade in Education for Sustainable Development." Australian Journal of Environmental Education 22, no. 1 (2006): 77–81. http://dx.doi.org/10.1017/s0814062600001683.

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AbstractThe United Nations Decade of Education for Sustainable Development (DESD) 2005-2014 provides a significant platform to enhance the profile of Education for Sustainable Development (ESD) in formal and informal learning spaces and ultimately to assist in transforming our future into a more sustainable one. The article presents a brief summary of Australia's response to the DESD since its announcement in 2003. It argues that if stakeholders interpret the Decade as “business as usual”, rather than as a chance to reflect on how to be more strategic and reach out to key decision-makers or ho
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Louw, Willa Petronella. "Green curriculum: Sustainable learning in higher education." International Review of Research in Open and Distributed Learning 14, no. 1 (2013): 1. http://dx.doi.org/10.19173/irrodl.v14i1.1310.

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<p>The United Nations (UN) constituted 2005–2014 as the decade for educational sustainable development when bridges have to be built between academic institutions and their communities. In this article I will therefore do a literature search from 2005–2011 on what it means to be a sustainable university with a sustainable curriculum by looking at case studies from other higher education institutions in order to begin to give guidelines for such an endeavour in an open and distance learning (ODL) institution. Thereafter I will focus on recommendations on how to transform present study mat
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Kalaitzidis, Dimitrios. "Sustainable School Indicators: Approaching the Vision Through the Sustainable School Award." Journal of Teacher Education for Sustainability 14, no. 2 (2012): 168–80. http://dx.doi.org/10.2478/v10099-012-0015-7.

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Abstract The Sustainable School Award is a project for schools that aims to integrate a sustainability perspective into all aspects of school life through sustainable school indicators. It complies with the implementation strategy of the International Plan of Action of the Decade for Education for Sustainable Development (2005-2014) and the Strategy of United Nations Economic Commission for Europe (UNECE). In this paper, we present the vision of a sustainable school and an attempt to connect theory and practice of education for sustainable development in order to approach this vision. A brief
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Mulà, Ingrid, and Daniella Tilbury. "A United Nations Decade of Education for Sustainable Development (2005–14)." Journal of Education for Sustainable Development 3, no. 1 (2009): 87–97. http://dx.doi.org/10.1177/097340820900300116.

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7

González-Gaudiano, Edgar. "Education for Sustainable Development: Configuration and Meaning." Policy Futures in Education 3, no. 3 (2005): 243–50. http://dx.doi.org/10.2304/pfie.2005.3.3.2.

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The inception of the United Nations Decade of Education for Sustainable Development (2005–14) has excited controversy over the validity of the concept of education for sustainable development (ESD), as well as reactivating a critical review of the environmental education field as a whole. This article analyzes the peculiarities of ESD, the conditions that gave rise to it, the characteristics of its proposed configuration and the implications for environmental education.
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Brunold, Andreas. "Civic Education for Sustainable Development and its Consequences for German Civic Education Didactics and Curricula of Higher Education." Discourse and Communication for Sustainable Education 6, no. 1 (2015): 30–49. http://dx.doi.org/10.1515/dcse-2015-0003.

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Abstract Since the nineties, the principle of sustainable development has increasingly been adopted by policy makers and civil society in Germany and, of course, in many countries of the world. With the acceptance of this principle, the significance of education for sustainable development (ESD) has also been recognised. Increased awareness of the problems of environmental challenges, globalisation and poverty has meant that the concepts of environmental education, global learning, and education in development policy have been consistently oriented towards more sustainability. This leads to an
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Ермаков and Dmitriy Ermakov. "EDUCATION FOR SUSTAINABLE DEVELOPMENT: PRELIMINARY RESULTS." Standards and Monitoring in Education 1, no. 4 (2013): 3–8. http://dx.doi.org/10.12737/953.

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The decade of Education for Sustainable Development (ESD), which
 has been declared by United Nations, is ending in 2014. That is while the preliminary results should be summarized, and this area’s prospects should be defined. In this paper the essence of ESD, in which several trends (adaptation, formalization, modernization, reformation and transformation) are emphasized from viewpoint of their content has been considered. The ESD’s main psychopedagogical and socio-ecological characteristics have been generalized. It has been demonstrated that there is no the ESD’s universal model. The r
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Chowdhury, Ms. Lopamudra. "The Role of Education in the Sustainable Development Empowering the Society for Sustainability Natural Sciences and Environmental Awareness towards Sustainable Development." International Journal of Advance and Applied Research 4, no. 38 (2023): 144–48. https://doi.org/10.5281/zenodo.10361206.

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<strong>Introduction :&nbsp; &nbsp;</strong>Sustainable development in each and every field is need of the hour. Research and innovation in education for sustainable development is very emerging and important part of education system. When we think of SD, education is an important area which can pave the way to achieve the desired goal of sustainable development. Therefore education and research and innovation in this area to achieve defined goal of sustainable development is inevitable and can play a great role. Education for Sustainable Development (ESD) has become an important issue in soci
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Books on the topic "United Nations Decade of Education for Sustainable Development, 2005-2014"

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Międzynarodową, Konferencję Oblicza Równowagi-Architektura Urbanistyka Planowanie (. 2005 Wrocław Poland). Oblicza równowagi: Architektura, urbanistyka, planowanie u progu międzynarodowej dekady edukacji na rzecz zrównoważonego rozwoju, Wrocław, 23-25.06.2005.= Aspects of equilibrium : architecture, urban design, planning at t[h]reshold of UN decade of education for sustainable development, Wrocław, 23-25.06.2005. Oficyna Wydawn. Politechniki Wrocławskiej, 2005.

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2

Education for Sustainable Development: Papers in Honour of the United Nations Decade of Education for Sustainable Development (2005-2014). Routledge, 2008.

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Contributions to the UN Decade of Education for Sustainable Development. Peter Lang, 2012.

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4

Gerner, Martin. Lead Agency: UNESCO's Global Leadership and Co-Ordination Role for the United Nations Decade of Education for Sustainable Development. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2013.

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Gerner, Martin. Lead Agency: UNESCO's Global Leadership and Co-Ordination Role for the United Nations Decade of Education for Sustainable Development. Lang Publishing, Incorporated, Peter, 2013.

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Gerner, Martin. Lead Agency: UNESCO's Global Leadership and Co-Ordination Role for the United Nations Decade of Education for Sustainable Development. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2013.

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7

Education for Sustainable Development: What Was Achieved in the DESD? Taylor & Francis Group, 2017.

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Conference papers on the topic "United Nations Decade of Education for Sustainable Development, 2005-2014"

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Jiang, Ying. "A Care-oriented Design Process Model for Sustainable Design Education." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002421.

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In the unsustainable development of commodity production and resource consumption, designers are both part of the root of the problem and the agents of its solution. Education institutions and teaching plans bear a profound moral responsibility to improve designers’ ability to create a sustainable future. This chapter goes deep into the design education curriculum to explore a design process model that can be specifically applied to the field of care design.Education for sustainable development has become the main concern of environmental education since the 1990s (United Nations 1992). David
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Baldissera, Paolo, and Cristiana Delprete. "Human Powered Vehicle Design: A Challenge for Engineering Education." In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20549.

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Student Team Challenges on specific topics are growing in popularity as efficient ways to stimulate students’ independent work, technical and management learning as well as socialization and internationalization. Many competitions are focused on ground vehicles (SAE Formula, Motostudent, Shell Eco Marathon, Solar Challenge), with different focuses on performance, fuel consumption or other depending on the aim of the event. An interesting approach is proposed in the United States by the ASME HPV Challenge, which is focused on Human Powered Vehicles. This class of vehicles allows not only to set
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