CMEC

Education for Sustainable Development in Canadian Faculties of Education Publication Date: 2012-05-31

This study examines how Canadian faculties of education are incorporating ESD into their pre-service programs, research, and other activities. It was produced by the CMEC Education for Sustainable Development Working Group (ESDWG), in partnership with the International Institute for Sustainable Development (IISD) and Learning for a Sustainable Future (LSF).

Report to UNECE and UNESCO on Indicators of Education for Sustainable Development: Report for Canada 2007–2010 Publication Date: 2011-05-30

The United Nations Economic Commission for Europe (UNECE) has asked member states to report on their implementation of the strategy for education for sustainable development (ESD) in formal, non-formal, and informal settings. UNESCO has agreed to streamline reporting; therefore, this report also serves as a report on the implementation of the UNESCO Decade of ESD. CMEC, Environment Canada, and the Canadian Commission for UNESCO have collaborated to respond to these requests through the preparation of Canada's report. The report looks at the period from 2007 to 2010 as an update to the 2007 CMEC report, Report to UNECE and UNESCO on Indicators of Education for Sustainable Development: Report for Canada.

Developing a Pan-Canadian ESD Framework for Collaboration and Action - Background Paper Publication Date: 2010-03-29

The purpose of this background paper is two-fold: to provide the international context for work on ESD in Canada and to lay out CMEC's commitment to ESD, in order to provide a rationale for the development of a pan-Canadian ESD Framework for Action and Collaboration.

Report to UNECE and UNESCO on Indicators of Education for Sustainable Development Publication Date: 2007-10-15

The United Nations Economic Commission for Europe (UNECE) asked member states to report on their implementation of the Strategy for Education for Sustainable Development in formal, non-formal, and informal settings, within the context of the United Nations Decade of Education for Sustainable Development. This report was structured around the nine main issues outlined in the UNECE questionnaire: policy, regulation, and operational frameworks; formal, non-formal, and informal learning; educators; tools and resources; research and development; cooperation; indigenous knowledge; challenges and obstacles; and assistance needed. The document includes the policies and programs from 2005 to 2007 of the provinces and territories, non-governmental and civil-society organizations, and departments of the federal government.

United Nations Decade of Education for Sustainable Development (2005-14) - Canada's Response to the UNESCO Questionnaire Publication Date: 2006-03-31

The United Nations has declared the years 2005 to 2014 as the Decade of Education for Sustainable Development, under the leadership of the United Nations Educational, Scientific and Cultural Organization (UNESCO). One of the first steps in implementing plans for the decade was to get an early sense of the activities in place or planned in member countries. To that end, UNESCO circulated a questionnaire requesting input about action plans, events, and the major parties involved. This report details the involvement of 11 of the 13 provincial and territorial governments, as well as of civil society and the federal government.

Educating for Sustainability: The Status of Sustainable Development Education in Canada Publication Date: 1999-06-06

This report was prepared for the Council of Ministers of Education, Canada, by Manitoba Education and Training (Sustainable Development Initiative). It was developed to serve three purposes: first, to provide a historical review of sustainable development/sustainability and a rationale for educating for sustainability; second, to provide a current and comprehensive view of the progress that has occurred across Canada with regard to sustainable-development education; and third, to provide an appropriate context for continuing dialogue and identifying a relevant framework for desired future action.