Освіта для сталого розвитку: зміст та інституції

12. Tilbury D., Wortman D. Engaging People in Sustainability / Commission on Education and Communication, IUCN, Gland, Switzerland and Cambridge, UK, 2004. -- 76 p. [Електронний ресурс]. -- Режим доступу : https://portals.iucn.org/library/efiles/documents/2004-055.pdf (дата звернення:

30.05.2017)

13. LingardB. Historicizing and contextualizing global policy discourses: Test- and standardsbased accountabilities in education // The International Education Journal: Comparative Perspectives. -- 2013. -- 12 (2). -- Р 122--132 [Електронний ресурс]. -- Режим доступу : www.iejcomparative.org (дата звернення: 30.05.2017).

14. Honig M.I. Complexity and policy implementation: Challenges and opportunities for the field // New directions in education policy implementation: Confronting complexity / M.I. Honig (Ed.). -- Albany, NY : State University of New York Press, 2006. -- Р 1--23.

15. Ng-A-Fook N., Kane R.G., Butler J.K., Glithero L., Forte R. (2015). Brokering knowledge mobilization networks: Policy reforms, partnerships, and teacher education // Education Policy Analysis Archives. Arizona State University. -- 2015. -- December 7. -- 23 (122). -- 30 р. [Електронний ресурс]. -- Режим доступу : http://epaa.asu.edu/ojs/article/view/2090 (дата звернення: 12.07.2017).

16. Vasquez-Martinez C.-R., et al. Educational Reform from the Perspective of the Student // Education Provision to Every One: Comparing Perspectives from Around the World. BCES Conference Books. -- 2016. -- 14, № 1. -- Р 157--162 [Електронний ресурс]. -- Режим доступу : http://files.eric. ed.gov/fulltext/ED568097.pdf (дата звернення: 13.06.2017).

REFERENCES

1. Education for Sustainable Development Goals: Learning Objectives (2017). UNESCO Education Sector. unesdoc.unesco.org. Retrieved from http://unesdoc.unesco.org/images/0024/002474/247444e.pdf

2. Tsili Staloho Rozvytku: Ukraina. Natsionalna dopovid [Sustainable Development Goals: Ukraine. National Report]. (2017). Ministerstvo ekonomichnoho rozvytku i torhivli Ukrainy idss.org.ua. Retrieved from http://www.idss.org.ua/monografii/2017_SDGs_NationalReport.pdf [in Ukrainian].

3. Analiz derzhavnykh stratehichnykh dokumentiv schodo vrakhuvannia adaptovanykh dlia Ukrainy Tsilej Staloho Rozvytku do 2030 roku: Analitychna dopovid [Implementing SDGs-2030 in Ukraine: analysis of government strategies and public policy: Analytical Study]. (2017). Kyiv : Instytut suspilno-ekonomichnykh doslidzhen [in Ukrainian].

4. Global Action Programme (GAP) on Education for Sustainable Development (ESD): Goals and Objectives. UNESCO. en.unesco.org. Retrieved from https://en.unesco.org/gap/goals-and- objectives?language=en

5. Michelsen, G. & Wells, PJ. (Eds). (2017). A Decade of Progress on Education for Sustainable Development: Reflections from the UNESCO Chairs Programme UNESCO unesdoc.unesco.org. Retrieved from http://unesdoc.unesco.org/images/0025/002523/252319e.pdf

6. Wolff, L.-A., Sjoblom, P, Hofman-Bergholm, M., & Palmberg, I. (2017). High Performance Education Fails in Sustainability? -- A Reflection on Finnish Primary Teacher Education. Education Sciences, 7. Retrieved from www.mdpi.com/journal/education, doi: 10.3390/educsci7010032.

7. Sachs, J.D. (2015). The Age of Sustainable Development. Colombia University Press : NY, USA.

8. McKeown, R. (Eds.). (2002). Education for Sustainable Development Toolkit Economy Environment Center for Geography and Environmental Education, University of Tennessee, Version 2. esdtoolkit.org. Retrieved from http://www.esdtoolkit.org/esd_toolkit_v2.pdf [in English].

9. White, R.E., & Cooper, K. (2012). Critical Leadership and Social Justice: Research, Policy and Educational Practice. US-China Education Review, A5, 517-532. Retrieved from http://files.eric.ed.gov/fu- lltext/ED534295.pdf

10. Frolov, D.P, & Shulimova, A.A. (2013). Institutsionalnaya sistemnost sotsialnoy otvetstvennosti biz- nesa (priroda, institutsii, mehanizm) [The Institutional Complexity of Corporate Social Responsibility (Nature, Institutions, Mechanism]. Journal of Institutional Studies, 5(1), 124-144. Retrieved from https://cyberleninka.ru/article/n/institutsionalnaya-sistemnost-sotsialnoy-otvetstvennosti-biznesa- priroda-institutsii-mehanizm [in Russian].

11. Martins, J., Vale, A., & Mouraz, A. (2015). All-day schooling: improving social and educational Portuguese policies. International Electronic Journal of Elementary Education, 7(2), 199-216. Retrieved from www.iejee.com

12. Tilbury, D., & Wortman, D. (2004). Engaging People in Sustainability. Commission on Education and Communication, IUCN, Gland, Switzerland and Cambridge, UK. portals.iucn.org. Retrieved from https://portals.iucn.org/library/efiles/documents/2004-055.pdf

13. Lingard, B. (2013). Historicizing and contextualizing global policy discourses: Test- and standardsbased accountabilities in education. The International Education Journal: Comparative Perspectives, 12(2), 122-132. Retrieved from www.iejcomparative.org

14. Honig, M.I. (Eds.) (2006). Complexity and policy implementation: Challenges and opportunities for the field. New directions in education policy implementation: Confronting complexity, 1-23. Albany, NY: State University of New York Press

15. Ng-A-Fook, N., Kane, R.G., Butler, J.K., Glithero, L., & Forte, R. (2015). Brokering knowledge mobilization networks: Policy reforms, partnerships, and teacher education. Education Policy Analysis Archives, 23(122). Arizona State University. Retrieved from http://epaa.asu.edu/ojs/article/view/2090

16. Vasquez-Martinez, C.-R., Gonzalez-Gonzalez, F., Cardona-Toro, J.-G., Diaz-Renteria, M.-G., Alvarez, M.-I., Rendon, H., Valero, I., Morfin, M., & Alvarez, M. (2016). Educational Reform from the Perspective of the Student. Education Provision to Every One: Comparing Perspectives from Around the World. BCES Conference Books, 14(1), 157-162. Retrieved from http://files.eric.ed.gov/fulltext/ ED568097.pdf

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