Transcript DRAFT UNECE STRATEGY FOR EDUCATION FOR SUSTAINABLE DEVELOPMENT

Conference for the Official Launching of the
UN Decade of Education for Sustainable Development in the
Mediterranean Region, Athens, 26-27 November 2005
The conceptual framework of
Education for Sustainable Development:
Evolution and Development up to Athens, 2005
Prof. Michael Scoullos
MIO-ECSDE Chairman
Environmental
Education (EE)
Earth
“Spaceship”
(limits to
growth)
Environment
Society,
Economy,
institutions,
etc.
The first “steps” of EE
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Limits to growth Report => UN Conference on the
Human Environment (1972), Belgrade (1975) and
Tbilisi (1977) : Environmental Education (EE) had
as main scope to raise awareness and protect the
environment and natural resources as prerequisites
for the economic development. The latter was
considered as having inherent “limits” imposed by
scarcity of natural resources and population trends.
The implementation of EE was suggested as “in”,
“about” and “for” the Environment.
However, due mainly to political, ideological and
practical obstacles in many countries EE was
treated as a “marginal” or “luxury” issue or was
reduced to cover only few aspects such as
“outdoors” or “nature” education.
During the 80’s
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“Unbalanced” evolution of EE in the various countries.
Ideological and other constrains in implementation
Moscow Congress on EE & Training (1987):
introduction of the gender issue, health, poverty &
peace.
Endeavours to effectively tackle the environmental
problems based on reliable scientific research.
The precautionary principle.
80’s and 90’s: Introduction of a series of “targeted”
forms of education i.e. Education for Development,
Global Education, Education for Peace and Human
Rights, Education for Women, Education for Citizenship.
The Rio UN Conference on
Environment and Development 1992
Society
Economy
Ecology
Environment
Sustainable
Development
EE only to support
environmental protection
or having a broader role?
EE to
where??
Society
Economy
Environment
Ecology
Sustainable
Development
The Thessaloniki International Conference
(1997)
Society
Economy
Environment
Ecology
Sustainable
Development
Expansion of EE => Education
Education for
Environment &
Sustainability
(EfES)
Johannesburg World Summit on
Sustainable Development -WSSD, (2002)
Initiatives launched in the light of WSSD demanding a
stronger link between education and sustainable
development: among them
ERA 21 Campaign (Education Reaffirmation for the 21st
Century)
MEdIES
Components of Sustainable Development
ECONOMY
SOCIETY
ENVIRONMENT
Sustainable
Development
and Education for
Sustainable
Development
The evolution after WSSD (2002):
Sustainable Development as a pyramid
Environment
Economy
Society
Education
…considering that Education is one of the basic
elements of the overall Governance needed..
Environment
Economy
Society
Governance
…turning the previous figure…
Governance
Economy
Society
Environment
The components of Governance
Institutions
Education
Technology
Governance
Combining the figures of Governance and
Sustainable Development
Economy
Society
Environment
Governance
Education
Institutions
Technology
The double pyramid visualizing the concept of
sustainable development
Responsible
Economy
Social Cohesion
Environmental
& Welfare
C
U
L
T
U
R
E
Protection
Governance
Governance
Education for Sustainable
Development
Effective
Institutions
Application of
appropriate technology
Education for Sustainable Development
Economy
Society
Environment
Technology
Governance
Culture
ESD Characteristics & Principles
- By nature, an evolving and dynamic concept seeking
to balance human and economic welfare for the
present and future generations with cultural values and
respect for the environment and the earth’s natural
resources.
- Aims to empower all people of all ages to develop the
appropriate knowledge and skills; to adopt
attitudes and values and shape behaviours towards
sustainable development in order to assume
responsibilities for creating a sustainable future.
ESD Characteristics & Principles
- A cross-cutting field, embracing Environmental
Education, Education for Development, Global
Education, Education for Peace and Human Rights,
etc.
- Key Themes : poverty, citizenship, peace,
democracy, security, human rights, social and
economic development, health, gender equity,
cultural diversity, protection of the environment and
natural resources, sustainable production and
consumption patterns.
ESD Characteristics & Principles
ESD Characteristics:
Interdisciplinary and holistic approach
Learners centred
Values – driven
Promoting critical thinking & problem-solving
Employing a variety of educational methods
Promoting participatory decision-making
Forward looking promoting medium and longterm planning
Locally relevant
ESD Characteristics & Principles
Fostering respect for & understanding of different
cultures.
 Taking into account diverse local, national and regional
circumstances as well as the global context, seeking a
balance between global and local interests.
 Providing the opportunity for education to overcome
its isolation vis-à-vis society: involving civil society,
local community and authorities, underlining the role of
educators for facilitating such a process.
 ESD requires multi-stakeholder cooperation and
partnership (authorities, education and science
communities, the private sector, NGO, local community,
international organisations, etc.)
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Challenges related to ESD
To allow learners to overcome the
tensions and find balance between:
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global and local
universal and individual
tradition and modernity
the need for competition and equality of
opportunity
the extraordinary expression of knowledge
and human beings capacity to assimilate
the spiritual and the material
ESD is viewing the world with respect of natural
laws, with understanding of diversity and with
affection and determination to do whatever
possible to secure a better future for people,
the environment and the natural resources
upon they live.