Declaration for the Integrated Framework of Action on Education for Peace, Human Rights and Democracy

Learning To Be - UNESCO Core Values

Learning To Know - 

UN Decade for Human Rights Education

UNESCO - Integrated Framework

Human Rights Education In Idaho

Global Monitoring Report

Education Secretary Ron Paige at UNESCO Round Table

"There and here, we agree that we must make education a universal reality. Our governments have entrusted us with the responsibility of preparing our children to become citizens of the world. We are here to share and learn."

"Education for All is consistent with our recent education legislation, the No Child Left Behind Act. Congress passed President Bush's reform proposal with support from both our political parties. Now I spend my days, along with thousands of educators throughout the United States, implementing these historic reforms.

My Community, Our Earth (MyCOE) Program

MyCOE Program   video on program

US MyCoe Programs

"Interdisciplinary and holistic: learning for sustainable development embedded in the whole curriculum, not as a separate subject"

"education based on the principle of life-long learning"

UNESCO'S Idea of Quality Education

Education for sustainable development will aim to demonstrate the following features:

• Interdisciplinary and holistic: learning for sustainable development embedded in the whole curriculum, not as a separate subject;
• Values-driven: it is critical that the assumed norms - the shared values and principles underpinning sustainable development – are made explicit so that that can be examined, debated, tested and applied;
• Critical thinking and problem solving: leading to confidence in addressing the dilemmas and challenges of sustainable development;
• Multi-method: word, art, drama, debate, experience, … different pedagogies which model the processes. Teaching that is geared simply to passing on knowledge should be recast into an approach in which teachers and learners work together to acquire knowledge and play a role in shaping the environment of their educational institutions;
• Participatory decision-making: learners participate in decisions on how they are to learn;
• Applicability: the learning experiences offered are integrated in day to day personal and professional life.
• Locally relevant: addressing local as well as global issues, and using the language(s) which learners most commonly use. Concepts of sustainable development must be carefully expressed in other languages – languages and cultures say things differently, and each language has creative ways of expressing new concepts.
• The underlying values which education for sustainable development must promote include at least the following:
• Respect for the dignity and human rights of all people throughout the world and a commitment to social and economic justice for all;
• Respect for the human rights of future generations and a commitment to intergenerational responsibility;
• Respect and care for the greater community of life in all its diversity which involves the protection and restoration of the Earth’s ecosystems;
• Respect for cultural diversity and a commitment to build locally and globally a culture of tolerance, non-violence and peace.
  

UN Implementation Scheme for Sustainable Development