In addition to the longstanding threat posed by narrow economism, faith in the possibility of peace and progress through democratic politics -- central to the humanistic vision of the 1972 Faure report -- today faces additional challenges. These challenges include the ascendancy of neurocentrism in the global policyscape. Whereas the effects of…

In 2015, the United Nations (UN) General Assembly adopted a resolution titled "Transforming our world: the 2030 Agenda for Sustainable Development" and a set of 17 Sustainable Development Goals (SDGs). The notion of "transformative education" is being mainstreamed in the work of UNESCO within the new framework of the SDGs,…

Climate change education (CCE) is a new phenomenon which is gaining increasing significance in the work of international organizations and international non-governmental organizations. Based primarily on a cross-national desk study of national policy documents relevant to CCE in 17 countries, which was commissioned by UNESCO to gain a robust…

This article maps and explains Brazil's policies, strategies, plans and initiatives related to Climate Change Education (CCE), in the overall context of Environmental Education (EE) and Education for Sustainable Development (ESD). The case of Brazil offers useful insights on how to enhance climate response through education because of its unique…

Although the role of education in addressing the challenges of climate change is increasingly recognized, the education sector remains underutilized as a strategic resource to mitigate and adapt to climate change. Education stakeholders in many countries have yet to develop a coherent framework for climate change education (CCE). This article…

Purpose--The purpose of this paper is to draw attention of the education for sustainable development (ESD) community to recent discussions on competence approaches and to examine the adequacy of a competence-based model as the means of achieving educational and societal transformation towards sustainability. The paper analyses and highlights some…

As its major contribution to the United Nations Decade of Education for Sustainable Development (UN DESD, 2005-2014), the United Nations University (UNU) has promoted the establishment of Regional Centres of Expertise on education for sustainable development (RCEs) and their net-working to build innovative multistakeholder platforms for ESD…

Concerns have been expressed about the United Nations University's (UNU) Regional Centres of Expertise on education for sustainable development (RCE) initiative. While many have discussed RCE's contribution to the United Nations Decade of Education for Sustainable Development (DESD), there has been no attempt to contextualise the RCE initiative in…

Purpose: The purpose of this paper is to offer an overview of the United Nations University's Regional Centres of Expertise on Education for Sustainable Development (RCE) initiative--the global process created to support the implementation of the United Nations Decade of Education for Sustainable Development (DESD, 2005-2014)--and discuss the…

The concept of Regional Centres of Expertise (RCEs) on Education for Sustainable Development (ESD) has been enthusiastically embraced by a diverse array of actors since it was first introduced by the United Nations University (UNU) in 2004. An RCE is conceived of as a "network" of existing organisations of formal, nonformal and informal education,…