2030 Education for Sustainable Development：A roadmap(Ⅲ)

Product by UNESCO（联合国教科文组织）

2030可持續发展教育路线图（三）

Meaningful transformation and transformative actions for sustainable development are most likely to take place in the community. It is in their daily lives， at the community level， where learners and people make their choices for sustainable development and act upon them. It is also in the local community where people find partners for their sustainability efforts.

This is why active cooperation between learning institutions and the community should be promoted to ensure the latest knowledge and practices for sustainable development are utilized to advance the local agenda.

Main actors

● Local public authorities， including municipal governments， city councils and education offices， as well as policy-makers at national and regional level.

● Civil-society organizations， private companies， and media in the community.

● Formal and non-formal education stakeholders in the community， including community learning centres and higher education institutions.

● All people in the local community.

● UNESCO and its partners.

Suggested actions

● Local public authorities， including municipal governments， city councils and education offices，in coordination with all concerned stakeholders in the community， should develop an action plan on how the whole community can become a learning laboratory for sustainable development and an important element of ESD for 2030 country initiatives， providing opportunities for all citizens to become change agents.

● Local public authorities， in coordination with all concerned stakeholders， including civil society organizations， private companies and local media， should provide capacity development for local decision-makers and opinion leaders as well as for the wider public， unpacking the SDGs to understand their concrete local implications in the community. This includes informal learning in daily life such as providing infrastructures for the safe use of public transport and regular sustainability information in the local newspaper， among others.

● Formal and non-formal education providers in the community should coordinate their programmes so that together they address all SDGs and related local sustainability challenges in a coherent way. Community learning centres can serve as a hub for lifelong learning on ESD in their communities.

● Policy-makers at national level should encourage and support the efforts made by local communities and coordinate them as a part of national action on ESD for 2030 and national contributions to the achievement of the SDGs. This includes providing incentives for local authorities to include localized ESD in education curricula as well as embedding ESD in their lifelong learning systems.

● All people in the local community should actively take interest in key sustainability challenges， develop skills to compare different future scenarios for their community， embrace values and attitudes that support a more sustainable future， engage in public decision-making processes and take action as responsible members of the community.

To support these actions， UNESCO and its UN partners among others， collaborate with existing networks of cities and communities to integrate ESD at all levels of learning in local communities and align national and local level actions， and support global platforms for local communities to enhance partnership and collaboration on ESD.

译文

加快地方层面行动

对可持续发展来说，重要的变革和变革性行动最有可能发生在社区。在社区层面，学习者和人们在日常生活中为可持续发展做出选择并付诸行动。在当地社区，人们也可以为他们的可持续发展努力寻找合作伙伴。

因此，应促进学习机构和社区之间的积极合作，以确保利用最新的可持续发展知识和实践来推进地方议程。

主要行动者

●地方当局，包括市政府、市议会和教育局，以及国家和地区层面的政策制定者。

●民间社会组织、私营公司和社区媒体。

●社区中的正规和非正规教育利益攸关方，包括社区学习中心和高等教育机构。

●当地社区的所有人员。

●教科文组织及其合作伙伴。

建议采取的行动

●地方当局，包括市政府、市议会和教育局，应与社区内所有相关利益攸关方协调，就整个社区如何成为可持续发展学习实验室和“2030年可持续发展教育”国家举措的重要一分子制定一项行动计划，为所有公民提供成为变革推动者的机会。

●地方当局应与所有相关利益攸关方（包括民间社会组织、私营公司和当地媒体）协调，针对当地决策者和舆论领袖以及广大公众开展能力建设，拆解剖析可持续发展目标，使其了解这些目标对当地社区的具体影响。具体包括日常生活中的非正式学习，例如，为安全使用公共交通提供基础设施，以及在当地报纸上定期发布可持续性信息，等等。

●社区中正规和非正规教育提供者应统筹协调其计划，以便协调一致地落实所有可持续发展目标并积极应对当地相关的可持续性挑战。社区学习中心可以作为本社区可持续发展教育终身学习中心。

●国家层面的政策制定者应鼓励和支持地方社区所做的努力并加以协调，将其作为“2030年可持续发展教育”国家行动和为实现可持续发展目标之国家贡献的一部分。具体包括激励地方当局将本地化的可持续发展教育纳入教育课程，以及将可持续发展教育纳入其终身学习体系。

地方社区的所有人员都应积极关注重大的可持续性挑战，培养比较所在社区不同未来前景的技能，拥护那些会带来更加可持续的未来的价值观和态度，作为负责任的社区成员参与公共决策进程并采取行动。

国际资讯

CoSN：《2023年基础教育创新驱动力报告》发布

CoSN（美国学校网络联合会）近日发布了《2023年基础教育创新驱动力报告》，该报告属于国际教育信息化发展的重要参考报告。CoSN咨询委员会由100名全球教育工作者和行业领导者组成，并选择影响未来教育技术的三大挑战、趋势进行在线讨论和调查，在每个类別中选取能够改变教学和学习的主题。报告概述了围绕系统思想的明确协同作用，以及从孤立的应用程序和功能到教育生态系统的转变过程。

CoSN首席执行官基思·R.克鲁格表示：“疫情将继续影响教育面临的机遇和挑战，例如寻找和留住员工、克服数字公平以及满足学生和教育工作者的社会情感需求。同样，人工智能等技术推动因素正在主导教育创新的对话。”

报告预测2023年排名前三的挑战是吸引和留住教育工作者、IT专业人员，设计有效的数字生态系统和数字权益。而三大趋势则是培养管理者和领导力，学习机构和社会情感学习。

（CoSN官网）

日本：着手规划远程教育新方案

近日，日本文部科学省在义务教育工作会议上探讨如何利用网络促进学生学习，并提出促进远程教育的相关方案。

日本文部科学省提出，远程教育可以扩大学习范围，培养学生的多样性思维，在保障学生平等学习机会的同时因材施教，为学生个性化成长提供帮助，未来教育应将线下授课与远程教育有机融合。在此过程中，教师应与家庭、社区密切合作，帮助学生开展个性化学习和合作学习。具体实施上，日本文部科学省为促进远程教育提出了联合授课型、教师支援型、充实课程型三种路径。

（英国《大学世界新闻》）