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Ten Years of the UNECE Strategy for Education for Sustainable Development

Evaluation Report on the Implementation of the UNECE Strategy for Education for Sustainable Development from 2005 to 2015

image of Ten Years of the UNECE Strategy for Education for Sustainable Development

The present report summarizes the progress, challenges and achievements of United Nations Economic Commission for Europe (ECE) member States from 2005 to 2015 in achieving the Strategy for Education for Sustainable Development (ESD). Many ECE member States now have ESD policies and frameworks in place to support ESD implementation. Hundreds of initiatives have been launched to integrate ESD into the content and processes of formal, non-formal and informal education, moving from policy to practice. However, the challenge of integrating ESD system-wide across all aspects and levels of formal, non-formal and informal learning still remains. The report reviews the data collected through national implementation reports submitted by member States at the end of the third phase of the Strategy, as well as supplemental information provided by member States to the ECE secretariat through annual informal national reports and reports of ECE Steering Committee for ESD working groups. It also reflects on progress as compared to the first and second evaluation reports for 2007 and 2010. The primary audience is education and environment decision-makers and educators.

English

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Executive summary

The Economic Commission for Europe (ECE) has recognized the importance of education as critical to influencing the knowledge, skills and values of citizens to support a more sustainable world. In 2005, the Vilnius High-level Meeting of Environment and Education Ministers adopted the 10-year UNECE Strategy for Education for Sustainable Development (2005–2015). Guided by the UNECE Strategy for Education for Sustainable Development (2005–2015), member States have moved forward with a wide range of initiatives that have contributed to the United Nations Decade of Education for Sustainable Development (UN DESD). The ECE Steering Committee on ESD has served as an important example of regional cooperation and coordination of ESD, fostering the sharing of information, reporting and lessons learned. The Strategy for ESD, together with the regular monitoring and assessment of progress, has provided a blueprint for other regions in the world to advance ESD. The ECE’s innovative work on developing competences for educators in ESD has garnered international attention, as have numerous good practices generated by a wide range of stakeholders in the region. Important advances have been made in integrating ESD in education policy and curricula, as well as in aligning education objectives with national sustainable development visions and goals.

English

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