The Emergence Of Education For Sustainable Development Education Essay

The Emergence Of precept For Sustainable victimisation education EssayEducation is an essential grammatical constituent of achieving sustainability. All over the world, societies be coming to recognize that current developing trends atomic number 18 not sustainable, and that public awareness through statement and train is a key element to moving our increasingly planetaryized society towards achieving sustainability.Education for sustainable discipline (ESD), upbringing for sustainability (ES), and sustainability genteelness (SE) are three foothold often use synonymously and interchangeably in referencing sustainability facts of lifeal programmes. ESD efforts may be named or described in a variety of ways because of language and/or ethnic differences, but ESD is the terminology used most frequently at the global level and within UN documents, and is thitherfore the term used most throughout this document (UNESCO, 2006).All education must serve some purpose or else so cieties would not invest in it. ESD has the capacity to secure a to a greater extent habitable world for present and future generations. The nature of ESD is oriented to giving people knowledge and skills for livenesslong cultivation they need to help them find effective solutions to their surroundal, frugal, and kind issues, and the effective use of technology is an essential element to increasing the efficiency of education institutions to fulfill these aims (UNESCO, 2006).Diverse perspectives help societies worldwide to determine how individual issues of ESD are dealt with in individual cultures. These perspectives have significant influences on the way people live, behave, and relate to one another and relationships to outside cultures are in a invariant state of change. ESD should help us to understand ourselves as soundly as others better and how local sustainability issues link to the wider, global environmental view. Everyone is a stakeholder in Education for Sustain able discipline we entirely share in the long-term effects, both good and bad, of environmental decisions (UNESCO, 2006).Though the benefits of environment sustainability may be relatively well specify, the effective implementation of plans of action for education programmes need to take into account specific local, regional, and national contexts (Scoullos, 1998). The practise of tailoring of ESD training programmes to individual cultures is common, yet there are specific common elements that are essential to any sustainability training programmes regardless of where they are administered. Key elements of ESD programmes include the following (Tilbury and Wortman, 2004) ESD is the primary agent of mutation towards sustainable development.The promotion of increasing the capacities of people to transform their visions for society into reality.Education fosters the values, behaviours, and lifestyles that are required for a sustainable future.Education for sustainable development is a process of learning how to make decisions that consider the long-term future of the equity, economy, and ecology of every(prenominal) communities.Education builds the capacity for such futures-oriented persuasion.1.4.3 DefinitionsSustainable development is a challenge judgment to define, oddly since the field is continually evolving. The Brundtland Commission is often credited with one of the first and most commonly cited descriptions of sustainable development Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs (World Commission on environment and Development, 1987).Sustainable development was at one era generally believed to have three main elements environment, society, and economy. However, in recent old age, an additional culture pillar has emerged, complimentary to the brotherly pillar, yet a distinct consideration. These four pillars are closely interrelated with one another and are therefore not completely separate elements. The sustainability paradigm challenges the argument that environmental and social problems are an inevitable and acceptable consequence of economic development. The perspective that advocates the concept that human development and the quality of the environment are not congruous with one another is in direct opposition to the basic the principles of sustainable development (Pace, 2009).Dr A. Ghafoor Ghaznaw, former chief of UNESCOs Environmental Education Section, defined environmental education at a UNESCO consultation meeting held in Malta in 1989 as, the educational process through which is imparted to its target stems the sensitivity, awareness, knowledge, skills, attitudes, commitment for actions and ethical responsibilities for the rational use of the environment and its resources and for the testimonial and improvement of the environment for the present and future generations (Schembri, Ventura, Calleja, 198 9) .1.4.4 ApplicationRegardless of how life affirming the high ideals of sustainability education objectives may be, and despite the significant support and mevery another(prenominal) years of effort behind the add to achieve environmental sustainability ideals, the long-term record of accomplishment in achieving any significant work out in these efforts has been account to be disappointingly less than expected by many. Although environmental education has frequently been proposed during numerous international conferences as a key element to major strategies intended to promote environmental objectives, there has nonetheless been a significant discrepancy betwixt the efforts spent on education and the results that have be achieved to learn (Pace, 2009).Some feel that most of what unavoidable to be said about environmental education was said in the capital of Georgia congregation in 1977, and that any new-fangled elaborations are really just a repeat of the alike principle s under a new guise (Pace, 2010). The characteristics of and commitment towards sustainable development were reconfirmed 10 years after the Tbilisi conference at the supranational Congress on Environmental Education and Training in 1987 in Moscow, and again 10 years later at the International league on Environment and Society Education and Public Awareness for Sustainability in 1997 at Thessaloniki.Although the recommendations and action plans proposed by the aforementioned conferences were still valid, the question arose as to whether the framework originally developed to support environmental education initiatives had instead belong an standalone of irrelevant academic exercises (Pace, 2010). dispel of the problem may lie in the fact that environmental education, much like the concept of sustainable development, can never arrive at a precise definition of the concept due to its evolving nature (Pace, 2010). The issue of how best to approach environmental education has been unc lear. Although it has been well naturalised that learning is not commonly a linear experience, a significant number of educational programmes have adopted linear approaches. Linear approaches fail to acknowledge the fact that individuals learn in different ways and through different experiences (Pace, 2010). more thanover, although it is widely acknowledged that degradation of the environmental is firstly due to the results of unsustainable lifestyles. Environmental education also recognises this fact and espouses the concept that the environment it is every citizens responsibility, and therefore in order to be effective, environmental education programmes should target individuals with learner centred learning.Environmental education programmes committed to promoting sustainable development require the transformation of principle theories into actions. Learner centred programmes, based on competency development prepare learners to take concrete steps towards discovering their ow n sustainable life patterns. Development of learner centred pedagogies designed to transform passive individuals into independent, tiny-thinking lifelong learners committed to taking action is the next phase in the evolution of environmental education (Pace, 2010).1.4.1 Historical ContextThe origins of Education for Sustainable Development lie in devil distinct areas of interest in the fall in Nations education and sustainable development. The promulgation of Human Rights stated in 1948 that, Everyone has the right to education. This right to an education was later reinforced in 1989 by the Convention on the Right of the Child (CRC), which state that primary education should be compulsory and available free to all. In 1990, the Jomtien Declaration on Education for All (EFA) declared, Basic education should be provided to all children, youth, and adults. International Development Targets (IDT) related to quality education have been also developed. The Dakar Framework for Action lists as one of its six important educational goals as the Improving all aspects of the quality of education so that recognized and measurable learning solvents are achieved, especially, in literacy, numeracy and essential life skills. The Millennium Development Goals (MDGs) also address education. MDG 2 is designed to Achieve universal primary education. Furthermore, the UNGA declared the years 2003 to 2012 to be the join Nations Decade of Literacy (UNLD).The vastness of education for all has clearly been repeatedly wildnessed by the fall in Nations repeatedly over the passage of its long history.Several milestones have marked the progress of sustainable development, including the drainage area 1972 United Nations host on Human Environment in Stockholm, which led to the establishment of the United Nations Environment Programme (UNEP) and many other environmental protection agencies. Nations came to realize that the widespread growth of environmental degradation required in ternational attention and quislingism rather than isolated national approaches and solutions. Within 10 years after Stockholm, the world began to realize that addressing environmental concerns separately from development needs was not an effective means to managing the welfare of the environment for human society, and by the mid(prenominal) 1980s the United Nations began to search for a larger strategy to address the needs of both society and the environment. This resulted in now well-known report on sustainable development from the Brundtland Commission in 1987, entitled Our Common Future. This report was endorsed at all levels of government as an overarching framework for future development policy. During this time, the United Nations General Assembly concurrently explored a parallel concept of utilising education to support sustainable development (UNESCO, 2005).The concepts of sustainable development continued to progress with committees discussing and negotiating the terms of the 40 chapters that eventually came to know as the Agenda 21, where it was presented to the public in 1992 at the United Nations Conference on Environment and Development (UNCED). The link between education and sustainability was first conceptualised in Chapter 36 of Agenda 21. Entitled Promoting Education, Public Awareness, and Training, the chapter was an enabling and implementation strategy for Education for Sustainable Development and stressed the splendor of integrating education into every one of the other 40 chapters that also comprised of the Agenda 21, which was reaffirmed in each of the subsequent conventions that arose from the initial Earth Summit as (UNESCO, 2005). All nine of the major United Nations Conferences that convened in the 1990s to further address and refine sustainability issues also correspondingly identified education as a crucial element to implementation (UNESCO, 2005).The Johannesburg World Summit on Sustainable Development (WSSD), convened in 2002, helped to deepen international commitments towards sustainable development at all levels, and it was at this the Decade of Education for Sustainable development (DESD) was proposed, thereby reaffirming education as an important and central principle to effective approaches for sustainable development strategies. That same year the Rio+20 Conference 2012 was held in Rio de Janeiro. Otherwise known as the United Nations Conference on Sustainable Development, and Earth Summit 2012, a brief resolution entitled The Future We Want was presented, which reaffirmed prior commitments to education by fortify international cooperation to achieve universal access to primary education, which is considered an essential turn back for achieving sustainable development, as well for the achieving internationally agreed upon development goals, including the Millennium Development Goals. This draft resolution also resolved to improve the capacity of education systems to prepare students to pursue sus tainable development careers, which included enhanced educateer training, curricula developed around sound sustainability principles, and more effective use of information and intercourse technologies to enhance learning outcomes. The document further resolved to promote Education for Sustainable Development and to integrate it more actively into education beyond the United Nations Decade of Education for Sustainable Development plans, and strongly encouraged educational institutions to larn sustainable development as an integrated component across disciplines.The importance of environmental concerns first gained international recognition with the Stockholm Declaration in 1972. It consisted of 7 proclamations and 26 principles to inspire people of the world to preserve and enhance the worlds and sweetener of the human environment. The International Workshop on Environmental Education was held shortly after Stockholm Convention at Belgrade, Serbia in 1975. The resulting Belgrade c harter was the outcome of the event and built upon the Stockholm Declaration, with additional goals, objectives, and guiding principles for environmental education programmes. An important aspect to this work was the inclusion of the public as part of the defined target audience for environmental education.The worlds first intergovernmental conference on environmental education was organized by the United Nations Education, Scientific, and Cultural Organization (UNESCO) in cooperation with the U.N. Environment Programme (UNEP) in 1977, and was convened in Tbilisi, Georgia (USSR).The Tbilisi Declaration was a result of this conference, with the declaration updating and clarifying the Stockholm Declaration and the Belgrade Charter. The Tbilisi Declaration recommended that environmental education develops the necessary skills for societies to deal with environmental challenges, and promotes the attitudes and commitments required to make the most informed decisions and responsible actio ns towards the environment. The declaration emphasised the important roles of education to preserving the planets environment and balanced development of communities, and declared that, by its very nature, environmental education can make a powerful contribution to the renovation of the educational process. The document also recommended that environmental education should be integrated into the entire system of formal education at all levels to provide the necessary knowledge, understanding, values, and skills needed for participation in devising solutions to environmental questions.Ten years after the Tbilisi Conference, a follow-up conference was convened in Moscow, other known as the Moscow Conference, to determine a specific international plan of action for environmental education and training. The Moscow Conference report was based upon input from international studies and surveys, and outlined an international strategy of action to develop environmental education and training programmes for the 1990s. The plan defined requirements for education and training programmes, and reaffirmed the Tbilisi Conferences declaration that environmental education should be made an integral part of the entire educational process and aimed at every category of the population in member states.The Rio+5 or Earth Summit+5 Conference was convened in 1997 to appraise the progress the Agenda 21 plans over the five years that had passed since its initial approval. It was impelled by the assembly that progress was thus far uneven, and identified several key negative trends affecting the environment, which included continuing globalisation, widening of gaps in economic incomes, and a continuing deterioration of the global environment. This conference brought to light a new international consensus with a new vision of education that involved more public awareness and training, and conceptualised education as an essential element of sustainable development, with the support of a dvances in other related areas such as science, technology, and policy (UNESCO, 1997b). 20 years after the Tbilisi Declaration and five years after the Rio Conference, a third environmental education conference was also held in 1997 at Thessaloniki, Greece. The purpose of this conference was to reiterate the important role of education and public awareness to achieving the aims of sustainability. The declaration of Thessaloniki reaffirmed commitments, recommendations, and action plans from previous conferences, yet at the same time also recognized that insufficient progress had been made in the five years since the Rio conference had concluded. Despite this disappointment however, there was a recommitment to involving national governments, polished society, the United Nations, and other international organisations to working towards the intentions of sustainability, and established a global agenda for upcoming Decade of Education for Sustainable Development (DESD) as declared by th e UN.In the conference, they reaffirmed that sufficient education and public awareness should be recognised as one of the main pillars of sustainability, together with legislation, technology, and the economy. It was also recommended that special emphasis should be given to strengthen teacher training programmes and the identification and sharing of innovative practices. Support was also recommended for research in interdisciplinary principle methodologies and assessments of the affect of relevant educational programmes (UNESCO, 1997a).1.4.2 The UN Decade of Education for Sustainable Development (DESD)Following the World Summit on Sustainable Development in 2002, and based upon recommendations from chapter 36 of the Agenda 21 document, the United Nations declared 2005 to 2014 the Decade of Education for Sustainable Development (DESD) in 2002. During the decade declared by the UN, many goals have been impersonate forth in conjunction with strategies towards outcomes that are inten ded affect millions of people from communities all over the world for many years to come through animate all individuals at all levels of society to contribute to helping to make sustainable development a realistic reality. Planned outcomes during the Decade include height public awareness, updating educational systems, and the integration of ESD into all elements of developmental planning (The United Nations, 2010).The DESD is also linked to other international educational priorities as well. The United Nations has launched four global initiatives since 2000, all of which focus on education. The four initiatives are the Millennium Development Goals (MDG), Education for All (EFA), the United Nations Literacy Decade, and the United Nations Decade of Education for Sustainable Development. UNESCO is the coordinating agency for three of the four goals. While the initiatives are unique in certain respects, what they all have in common is a commitment to education and an emphasis on the importance of the participatory role of each individual in education and sustainable development (UNESCO, 2009).The Fourth International Conference on Environmental Education, also referred to as the Tbilisi+30, was held at the Centre for Environment Education (CEE) in Ahmedabad, India in 2007. During the conference, several work group sessions were convened, along with special sessions for solely for government agencies. The conference was intended to promote a vision that education that prevents and resolves conflicts, and to provide assistance in building partnerships and facilitating divided experiences and a collective knowledgebase required to refine a vision of sustainability that expands its practice globally, and reaffirm that education is a crucial element to bringing about the global transitions required to make sustainability a realistic reality (UNESCO, UNEP Govt. of India, 2007) . Environmental education supports education for sustainable development, and encourages a shift from viewing education as a delivery mechanism, to a lifelong, holistic, and all-inclusive process (UNESCO, UNEP Govt. of India, 2007) .The following is a list of Working Group Session Reports Recommendations and Workshop Presentations available from the Tbilisi+30 ConferenceReorienting Formal Education towards ESD (Strategies, Pedagogy, and Assessment).Teacher Education A crucial contribution to the UNDESD.Supporting Sustainable Development through Open and Distance discipline, including Technology arbitrate Open and Distance Education (TechMODE).Education for Innovation and Technology.Integrating Values of Sustainability into education.Monitoring and Evaluating Progress during the UN DESD.Education for Sustainable Consumption through the DESD.The World Conference on Education for Sustainable Development was held in Bonn, Germany, in 2009. The conference was organised by UNESCO, the German Ministry of Education and Research, and the German Commission for UNESCO. The Wor ld Conference on ESD marked the beginning of the second half of the UN Decade on Education for Sustainable Development. The purpose of the conference was to discuss and exchange best practices on Education for Sustainable Development from all world regions.The conference had four objectivesTo highlight the relevance of ESD to all of education.To promote international exchange on ESD, especially between the North and the South.To carry out a stocktaking of the implementation of the UN Decade.To develop strategies for the way ahead.Strategies were developed during the conference to highlight key focus areas in order to put knowledge into action and promote further progress of ESD in the following five years remaining of the Decade. Post-conference strategies includedRe-orienting education and training to address sustainability concerns.Building and sharing knowledge, and generating new knowledge through research.Advocating for ESD through increasing awareness and understanding of sust ainability, and reinforcing/enhancing synergies between different education and development initiatives.Extending and strengthening ESD partnerships.As the global coordinator of the DESD, UNESCOs role is to facilitate new partnerships and encourage exchange between Member States on ESD, share best practices, encourage monitoring and rating efforts, encourage development of ESD research agendas, and provide strategic guidance. Many activities have been undertaken by a broad localize of stakeholders since the start of the DESD, including setting up interior(a) Committees, establishing networks, developing and disseminating education materials, identifying and highlighting good practices, and arranging meetings to encourage international exchange (UNESCO World Conference on Education for Sustainable Development, 2009). Although much work remains to be done before ESD completely occupies a central place in educational and learning processes in order to realise its dependable potenti al to improve the quality of education as a whole, there has been notable progress since the beginning of the Decade in 2005.Education for Sustainable Development (ESD) was a key outcome from the Rio Earth Summit held in 1992. A review halfway through the DESD indicated that the need for ESD had become well established in national policy frameworks and that national ESD coordinating agencies had been created almost 100 countries across all UN regions (UNESCO DESD Monitoring Evaluation, 2012) . Networks and organisations both within and outside the UN system have been established globally to encourage and support increasing ESD in schools, universities, and communities, and in the process, ESD has gained international recognition as an education relevant to addressing nowadayss Sustainable Development challenges, (UNESCO DESD Monitoring Evaluation, 2012) .More recent reports indicated that there is been an increased recognition that environmental challenges cannot be solved exclus ively through technological advances and new policy frameworks, in order to achieve sustainable success efforts must be accompanied by changes in mind-sets, values, and lifestyles of societies (UNESCO DESD Monitoring Evaluation, 2012) . ESD is being increasingly viewed as a means to renew teaching and learning in ways that allow schools and communities to more effectively address the challenges sustainable development and the environment. In some parts of the world, ESD has been a part of a co-evolution of teaching methods and has arguably become a catalyst for educational change and innovation (UNESCO DESD Monitoring Evaluation, 2012) .There has been a shift from viewing ESD as something to supplement to education to ESD as a mechanism for rethinking education and learning (UNESCO DESD Monitoring Evaluation, 2012). Sustainability challenges require more integrative and exploratory forms of learning. As a result, the boundaries between schools, universities, and communities are increasingly blurring in many areas of the world now due to a number of recent trends, including increased focuses on lifelong learning globalization and ICT facilitated social networking education. These boundary-crossing phenomena are resulting in a reconfiguration of formal, informal, and non-formal learning processes, and changing the roles and relationships stakeholders Earlier in the Decade the emphasis was on finding a niche among education institutions, whereas today ESD is viewed more as a potential umbrella for all educations (including global citizenship education) concerned with the well-being of the planet and its inhabitants (UNESCO DESD Monitoring Evaluation, 2012).Despite all the positive progress being made however, there are new challenges to resolve. For instance, the E in ESD is conceptualized in different ways depending on the availability of individual societies for participation, self-determination, and autonomous thinking (UNESCO DESD Monitoring Evaluation, 2012). Local situations may vary in these respects globally, which often leads to different interpretations and implementations of ESD. Within more restrictive environments, more transmission-oriented pedagogies are more likely, with a strong emphasis forms of instruction centred around knowledge transfer, and in more open environments, ESD is more typically characterized by higher levels of participation, self-determination, autonomous thinking, and knowledge co-creation. The last mentioned versions of ESD require alternative forms of teaching and learning, and higher levels of stakeholder interaction.1.5 Applying TEL Concepts in ESD Contexts1.5.1 Uptake Extent of UseThe eMerge One-to-One Laptop Learning Project was initiated by the presidency of Albertas Ministry of Education to explore the effectiveness of wireless computing for learning and teaching. The project was anticipated to affect 2,502 students, 173 teachers, and 47 administrators within 50 schools in the 20 Alberta jurisdictions. information collected during the course of the research period supported the following findings (Government of Alberta, 2010)By the end of Year Three there was a significant shift in participating classrooms toward 21st Century Learning skills, with students in the project significantly increasing their readiness to thrive in a complex, global, high-tech society.The educators involved in the progress have made steady progress over the course of three year in their proficiency with technology and 21st Century Learning, and in the process, increased the frequency at which technology was used to keep students engaged in deep, complex, authentic, and relevant learning activities.The eMerge project included a range of professional development models. One of the most highly valued by teachers was the community of practice that linked teachers to one another. There were also key shifts with students in their independence in learning and increased collaboration with other st udents.Teachers and administrators developed a deeper understanding of and commitment to the vision for 21st Century learning. Over the course of the first three years of the eMerge, the perception of teachers on the relevance of the 21st Century Skills shifted from valuing productivity to placing more value on the use of skills in critical thinking, creativity, and ethical use.European Schoolnet is a not-for-profit organisation comprised of 30 Ministries of Education in Europe. The organisation is dedicated to supporting collaboration and networking among schools in Europe using new technologies, and contributing to the development of technology-enhanced learning in schools. In 15 years since its founding, European Schoolnet has become one of the key organisations involved in transforming teaching and learning at schools in Europe using the integration of ICT into learning and teaching (European Schoolnet, 2011). European Schoolnet provides services through its partnerships with mi nistries of Education and the European Commission. The services offered to schools provide opportunities for teachers to become actively involved in exploring how ICT can enhance the teaching and learning experience. Recent initiatives have focused on raising awareness among teachers of the benefits of school collaboration activities for both the pupils learning and the teachers own professional development (European Schoolnet, 2011).European Schoolnet is currently facilitating several project initiatives. The Scientix project is a European Schoolnet initiative that provides a web-based information platform for science education in Europe to disseminate knowledge and share best practices in science education. The Scientix web portal is available in six European languages and targets anyone involved in science and maths education, from policy-makers to science education teachers. The Spice project, funded by the European Commission under the Lifelong Learning programme, collects, ana lyses, shares innovative pedagogical practices focused on inquiry-based learning and improving student interest in the sciences (European Schoolnet, 2011). eTwinning is an online community for schools in Europe that provides a host of online educational tools for teachers from participating countries to locate potential school partnerships, arrange virtual meetings, exchange best practice ideas, and opportunities learn together with online-based projects. An eTwinning project allows at least two schools from at least two different European countries create a project and use Information and Communication Technologies (ICT) to carry out their work (eTwinning, 2011).The We teach together eTwinning project is a partnership between schools in the Czech Republic and Portugal that incorporated the integration of the school subjects of Chemistry, Biology, and Environmental Education. This project brought teachers and classrooms together to teach topic of photosynthesis. The primary objectiv e of the project was to facilitate a teaching practice in an unusual way that would enhance the motivation of students to learn otherwise less popular