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== Concept and origin ==
== Concept and origin ==
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One definition of Education for Sustainable Development is an "interdisciplinary learning methodology covering the integrated social, economic, and environmental aspects of formal and informal curriculum".<ref>{{Cite web|url=https://www.heacademy.ac.uk/knowledge-hub/education-sustainable-development-0|title=Education for sustainable development {{!}} Higher Education Academy|website=www.heacademy.ac.uk|language=en|access-date=2018-07-04}}</ref> The [[Brundtland Commission]] defined sustainable development as meeting the needs of the present generation without putting at risk the capacity of generations to come in meeting their own requirements.<ref>{{Cite web|url=https://www.sustainabledevelopment2015.org/AdvocacyToolkit/index.php/earth-summit-history/past-earth-summits/58-the-brundtland-commission|title=The Brundtland Commission|website=www.sustainabledevelopment2015.org|language=en-gb|access-date=2018-07-04}}</ref> This Agency used to be the World Commission on Environment and Development created in 1983.<ref>{{Cite web|url=https://en.reset.org/knowledge/advancing-sustainable-development-through-education-india|title=Education for Sustainable Development {{!}} Development|website=RESET.to|language=en|access-date=2018-07-04}}</ref> The idea of sustainable development originated from the United Nations Conference on Human Environment in Stockholm (Sweden 1972).<ref>{{Cite web|url=https://sustainabledevelopment.un.org/milestones/humanenvironment|title=UN Conference on the Human Environment .:. Sustainable Development Knowledge Platform|website=sustainabledevelopment.un.org|language=en|access-date=2018-07-04}}</ref> There were two more global activities since then. These were the United Nations World Commission on Environment and Development 1987 (Our Common Future Report)<ref>{{Cite web|url=http://www.environmentandsociety.org/mml/un-world-commission-environment-and-development-ed-report-world-commission-environment-and|title=UN World Commission on Environment and Development, ed., Report of the World Commission on Environment and Development: Our Common Future {{!}} Environment & Society Portal|website=www.environmentandsociety.org|language=en|access-date=2018-07-04}}</ref> and the United Nations Conference on Environment and Development 1992 (Rio Earth Summit).<ref>{{Cite web|url=http://publications.gc.ca/Collection-R/LoPBdP/BP/bp317-e.htm|title=The Rio Earth Summit: summary of the United Nations conference on Environment and Development (BP-317E)|website=publications.gc.ca|access-date=2018-07-04}}</ref>
The concept of ESD was born from the need for education to address the growing [[Environmental movement|environmental]] challenges facing the planet. In order to do this, education must change to provide the knowledge, skills, values and attitudes that [[Empowerment|empower]] learners to contribute to sustainable development. At the same time, education must be strengthened in all agendas, programmes and activities that promote sustainable development. Sustainable development must be integrated into education and education must be integrated into sustainable development. ESD is [[holistic]] and transformational education and concerns learning content and outcomes, [[pedagogy]] and the learning environment.<ref>{{Cite book|title=Issues and trends in education for sustainable development|last=|first=|publisher=|year=2018|isbn=9789231002441|location=Paris|pages=}}</ref><ref>{{Cite book|title=Changing places? Flexibility, Lifelong Learning and a Learning Society|last=Edwards, R.|first=|publisher=Routledge|year=1997|isbn=|location=|pages=}}</ref><ref>Gough, S. and Scott, W. 2006. Education and sustainable development: a political analysis. ''Educational Review'', 58(3): 273-290.</ref><ref>Scott, W.A.H. and Oulton, C.R. 1999. Environmental education: arguing the case for multiple approaches. ''Educational Studies'', 25(1): 119-125.</ref><ref>Sterling, S. 2016. A commentary on education and Sustainable Development Goals. ''Journal of Education for Sustainable Development'', 10(2):208-213.</ref><ref>UNESCO. 2013. Education for Sustainable Development (ESD): a sound investment to accelerate African development. Flyer. <nowiki>http://archive.ias.unu.edu/resource_centre/TICADV-ESD-flyer-2p.pdf</nowiki> (accessed 20 February 2017).</ref><ref>UNESCO. 2014a. ''Shaping the Future We Want: UN Decade for Sustainable Development (2005-2014) Final Report''. Paris: UNESCO. <nowiki>http://unesdoc.unesco.org/images/0023/002301/230171e.pdf</nowiki> (accessed 28 January 2017).</ref><ref>UNESCO. 2014b. ''UNESCO Roadmap for Implementing the Global Action Programme on Education for Sustainable Development.'' Paris: UNESCO. <nowiki>http://unesdoc.unesco.org/images/0023/002305/230514e.pdf(accessed</nowiki> 3 February 2017).</ref><ref>UNESCO. 2014b. ''UNESCO Roadmap for Implementing the Global Action Programme on Education for Sustainable Development.'' Paris: UNESCO. <nowiki>http://unesdoc.unesco.org/images/0023/002305/230514e.pdf(accessed</nowiki> 3 February 2017).</ref>

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One definition of Education for Sustainable Development is an “interdisciplinary learning methodology covering the integrated social, economic, and environmental aspects of formal and informal curriculum.<ref>{{Cite web|url=https://www.heacademy.ac.uk/knowledge-hub/education-sustainable-development-0|title=Education for sustainable development {{!}} Higher Education Academy|website=www.heacademy.ac.uk|language=en|access-date=2018-07-04}}</ref> This academic approach can help graduates nurture their knowledge, talents, and experience to play a role in environmental development and become responsible members of society. The Brundtland Commission defined sustainable development as meeting the needs of the present generation without putting at risk the capacity of generations to come in meeting their own requirements.<ref>{{Cite web|url=https://www.sustainabledevelopment2015.org/AdvocacyToolkit/index.php/earth-summit-history/past-earth-summits/58-the-brundtland-commission|title=The Brundtland Commission|website=www.sustainabledevelopment2015.org|language=en-gb|access-date=2018-07-04}}</ref> This Agency used to be the World Commission on Environment and Development created in 1983.<ref>{{Cite web|url=https://en.reset.org/knowledge/advancing-sustainable-development-through-education-india|title=Education for Sustainable Development {{!}} Development|website=RESET.to|language=en|access-date=2018-07-04}}</ref> The idea of sustainable development originated from the United Nations Conference on Human Environment in Stockholm (Sweden 1972).<ref>{{Cite web|url=https://sustainabledevelopment.un.org/milestones/humanenvironment|title=UN Conference on the Human Environment .:. Sustainable Development Knowledge Platform|website=sustainabledevelopment.un.org|language=en|access-date=2018-07-04}}</ref> There were two more global activities since then. These were the United Nations World Commission on Environment and Development 1987 (Our Common Future Report)<ref>{{Cite web|url=http://www.environmentandsociety.org/mml/un-world-commission-environment-and-development-ed-report-world-commission-environment-and|title=UN World Commission on Environment and Development, ed., Report of the World Commission on Environment and Development: Our Common Future {{!}} Environment & Society Portal|website=www.environmentandsociety.org|language=en|access-date=2018-07-04}}</ref> and the United Nations Conference on Environment and Development 1992 (Rio Earth Summit).<ref>{{Cite web|url=http://publications.gc.ca/Collection-R/LoPBdP/BP/bp317-e.htm|title=The Rio Earth Summit: summary of the United Nations conference on Environment and Development (BP-317E)|website=publications.gc.ca|access-date=2018-07-04}}</ref>


For [[UNESCO]], education for sustainable development involves:
For [[UNESCO]], education for sustainable development involves:


{{quote|integrating key sustainable development issues into teaching and learning. This may include, for example, instruction about [[climate change]], [[disaster risk reduction]], [[biodiversity]], and [[poverty reduction]] and [[sustainable consumption]]. It also requires participatory teaching and learning methods that motivate and empower learners to change their behaviours and take action for sustainable development. ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way.<ref>{{cite web|url=http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-sustainable-development|title=Education for Sustainable Development|website=UNESCO|accessdate=17 October 2017}}</ref><ref name=":12">{{Cite book|url=http://unesdoc.unesco.org/images/0023/002330/233030e.pdf|title=Unleashing the Potential: Transforming Technical and Vocational Education and Training|last=Marope|first=P.T.M|last2=Chakroun|first2=B.|last3=Holmes|first3=K.P.|publisher=UNESCO|year=2015|isbn=978-92-3-100091-1|location=|pages=9, 23, 25–26}}</ref>}}
{{quote|integrating key sustainable development issues into teaching and learning. This may include, for example, instruction about [[climate change]], [[disaster risk reduction]], [[biodiversity]], and [[poverty reduction]] and [[sustainable consumption]]. It also requires participatory teaching and learning methods that motivate and empower learners to change their behaviours and take action for sustainable development. ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way.<ref>{{cite web|url=http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-sustainable-development|title=Education for Sustainable Development|website=UNESCO|accessdate=17 October 2017}}</ref><ref name=":12">{{Cite book|url=http://unesdoc.unesco.org/images/0023/002330/233030e.pdf|title=Unleashing the Potential: Transforming Technical and Vocational Education and Training|last=Marope|first=P.T.M|last2=Chakroun|first2=B.|last3=Holmes|first3=K.P.|publisher=UNESCO|year=2015|isbn=978-92-3-100091-1|location=|pages=9, 23, 25–26}}</ref>}}

The aspiration of sustainable development requires us to resolve common problems and tensions and to recognize new horizons. Economic growth and the creation of wealth have reduced global poverty rates, but vulnerability, inequality, exclusion and violence have increased within and across societies throughout the world. Unsustainable patterns of economic production and consumption contribute to global warming, [[environmental degradation]] and an upsurge in natural disasters. Moreover, while international human rights frameworks have been strengthened over the past several decades, the implementation and protection of these norms remain a challenge. For example, despite the progressive empowerment of women through greater access to education, they continue to face discrimination in public life and in employment. Violence against women and children, particularly girls, continues to undermine their rights. Again, while technological development contributes to greater interconnectedness and offers new avenues for exchange, cooperation and solidarity, we also see an increase in cultural and religious intolerance, identity-based political mobilization and conflict.<ref name=":0">{{Cite book|url=http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Cairo/images/RethinkingEducation.pdf|title=Rethinking Education: Towards a global common good?|last=|first=|publisher=UNESCO|year=2015|isbn=978-92-3-100088-1|location=|pages=9–10, 33}}</ref>

Education must find ways of responding to such challenges, taking into account multiple worldviews and alternative knowledge systems, as well as new frontiers in science and technology such as the advances in neurosciences and the developments in digital technology. Rethinking the purpose of education and the organization of learning has never been more urgent.<ref name=":0" />

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Revision as of 08:00, 13 March 2019

Education for Sustainable Development (ESD) was a United Nations program that defined as education that encourages changes in knowledge, skills, values and attitudes to enable a more sustainable and just society for all. ESD aims to empower and equip current and future generations to meet their needs using a balanced and integrated approach to the economic, social and environmental dimensions of sustainable development. ESD is the term most used internationally and by the United Nations.[1] Agenda 21 was the first international document that identified education as an essential tool for achieving sustainable development and highlighted areas of action for education.

Concept and origin

One definition of Education for Sustainable Development is an "interdisciplinary learning methodology covering the integrated social, economic, and environmental aspects of formal and informal curriculum".[2] The Brundtland Commission defined sustainable development as meeting the needs of the present generation without putting at risk the capacity of generations to come in meeting their own requirements.[3] This Agency used to be the World Commission on Environment and Development created in 1983.[4] The idea of sustainable development originated from the United Nations Conference on Human Environment in Stockholm (Sweden 1972).[5] There were two more global activities since then. These were the United Nations World Commission on Environment and Development 1987 (Our Common Future Report)[6] and the United Nations Conference on Environment and Development 1992 (Rio Earth Summit).[7]

For UNESCO, education for sustainable development involves:

integrating key sustainable development issues into teaching and learning. This may include, for example, instruction about climate change, disaster risk reduction, biodiversity, and poverty reduction and sustainable consumption. It also requires participatory teaching and learning methods that motivate and empower learners to change their behaviours and take action for sustainable development. ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way.[8][9]


See also

Sources

 This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from Rethinking Education: Towards a global common good?​, 9–10, UNESCO. UNESCO.

 This article incorporates text from a free content work. Licensed under CC BY-SA (license statement/permission). Text taken from Issues and trends in Education for Sustainable Development​, 276, UNESCO.

 This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from Education for Sustainable Development Goals: Learning Objectives​, 7, 48–49, UNESCO, UNESCO. UNESCO.

 This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from Getting Climate Ready: A Guide for Schools on Climate Action​, 7, Gibb, Natalie, UNESCO. UNESCO.

 This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from Schools in action, global citizens for sustainable development: a guide for students​, 12, UNESCO, UNESCO. UNESCO.

 This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from Schools in action, global citizens for sustainable development: a guide for teachers​, 12, UNESCO, UNESCO. UNESCO.

 This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from Action for climate empowerment: Guidelines for accelerating solutions through education, training and public​, 16–17, 20, UNESCO and UNFCCC, UNESCO. UNESCO.

 This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from Not Just Hot Air: Putting Climate Change Education into Practice​, 6, 8, 10, 32, 40, 44, 46, 48, 58, UNESCO, UNESCO. UNESCO.

References

  1. ^ "Untitled Document". Esdtoolkit.org. Retrieved 17 October 2017.
  2. ^ "Education for sustainable development | Higher Education Academy". www.heacademy.ac.uk. Retrieved 2018-07-04.
  3. ^ "The Brundtland Commission". www.sustainabledevelopment2015.org. Retrieved 2018-07-04.
  4. ^ "Education for Sustainable Development | Development". RESET.to. Retrieved 2018-07-04.
  5. ^ "UN Conference on the Human Environment .:. Sustainable Development Knowledge Platform". sustainabledevelopment.un.org. Retrieved 2018-07-04.
  6. ^ "UN World Commission on Environment and Development, ed., Report of the World Commission on Environment and Development: Our Common Future | Environment & Society Portal". www.environmentandsociety.org. Retrieved 2018-07-04.
  7. ^ "The Rio Earth Summit: summary of the United Nations conference on Environment and Development (BP-317E)". publications.gc.ca. Retrieved 2018-07-04.
  8. ^ "Education for Sustainable Development". UNESCO. Retrieved 17 October 2017.
  9. ^ Marope, P.T.M; Chakroun, B.; Holmes, K.P. (2015). Unleashing the Potential: Transforming Technical and Vocational Education and Training (PDF). UNESCO. pp. 9, 23, 25–26. ISBN 978-92-3-100091-1.

Bibliography

  • Jones, P., Selby, D., Sterling, S. (2010) Sustainability Education: Perspectives and Practice Across Higher Education. Renouf Publishing.
  • Sims, G. D. (2007) Sustainability Education: where does it belong? Minnesota State University.
  • Li, Z., and Williams, M. (2006) Environmental and Geographical Education for Sustainability: cultural contexts. Nova Publishers.
  • Lang, J. (2007) How to Succeed with Education for Sustainability. Curriculum Corporation.
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