The concept of sustainable development emerged as a response to a growing concern about human society’s impact on the natural environment. The concept of sustainable development was defined in 1987 by the Brundtland Commission (formally the World Commission on Environment and Development) as ‘development that meets the needs of the present without compromising the ability of future generations to meet their own needs’ (Brundtland, 1987). This definition acknowledges that while development may be necessary to meet human needs and improve the quality of life, it must happen without depleting the capacity of the natural environment to meet present and future needs. The sustainable development movement has grown and campaigned on the basis that sustainability protects both the interests of future generations and the earth’s capacity to regenerate. At first it emphasized the environment in development policies but, since 2002, has evolved to encompass social justice and the fight against poverty as key principles of sustainable development.
There are two commonly used visualizations of how the various aspects of sustainable development interact: one is of three overlapping circles representing the three pillars of sustainable development – economy, society and environment . The other shows the economy embedded in society, which in turn is embedded in the environment. The latter focuses on the central role that the environment plays in human society and in turn in the economy.
What role does education play in sustainable development?
Good quality education is an essential tool for achieving a more sustainable world. This was emphasized at the UN World Summit in Johannesburg in 2002 where the reorientation of current education systems was outlined as key to sustainable development. Education for sustainable development (ESD) promotes the development of the knowledge, skills, understanding, values and actions required to create a sustainable world, which ensures environmental protection and conservation, promotes social equity and encourages economic sustainability. The concept of ESD developed largely from environmental education, which has sought to develop the knowledge, skills, values, attitudes and behaviors in people to care for their environment. The aim of ESD is to enable people to make decisions and carry out actions to improve our quality of life without compromising the planet. It also aims to integrate the values inherent in sustainable development into all aspects and levels of learning.
There are a number of key themes in ESD and while the dominant focus is on environmental concerns, it also addresses themes such as poverty alleviation, citizenship, peace, ethics, responsibility in local and global contexts, democracy and governance, justice, human rights, gender equality, corporate responsibility, natural resource management and biological diversity. It is generally accepted that certain characteristics are important for the successful implementation of ESD, reflecting the equal importance of both the learning process and the outcomes of the education process (adapted from ‘UN Decade of Sustainable Development’ UNESCO Nairobi Cluster, 2006). ESD should:
• Be embedded in the curriculum in an interdisciplinary and holistic manner, allowing for a whole-institution approach to policy making.
• Share the values and principles that underpin sustainable development.
• Promote critical thinking, problem solving and action, all of which develop confidence in addressing the challenges to sustainable development.
• Employ a variety of educational methods, such as literature, art, drama and debate to illustrate the processes.
• Allow learners to participate in decision-making on the design and content of educational programmes.
• Address local as well as global issues, and avoid jargon-ridden language and terms.
• Look to the future, ensuring that the content has a long-term perspective and uses medium and long-term planning.
To promote ESD, the United Nations Decade of Education for Sustainable Development, 2005-2014, (DESD) was adopted by the UN General Assembly with the United Nations Educational, Scientific and Cultural Organization (UNESCO) designated as the lead agency for promotion throughout the decade. The decade pursues a global vision ‘of a world where everyone has the opportunity to benefit from quality education and learn the values, behavior and lifestyles required for a sustainable future and for positive societal transformation’.
The goal of the decade, as outlined by UNESCO, is to integrate the principles, values and practices of sustainable development into all aspects of education and learning. This aims to encourage changes in behavior that will create a more sustainable future. One of the most important aspects of the DESD is the recognition that ESD must engage a wide range of stakeholders from government, private sector, civil society, non-governmental organizations and the general public.
In its International Implementation Scheme (IIS) for DESD, UNESCO states that ESD is fundamentally about values, particularly respect for others, including those of present and future generations, for difference and diversity, for the environment and for the planet’s resources (UNESCO, 2006). Education enables us to understand ourselves and others and our links with the wider natural and social environment; this understanding serves as a durable basis for building respect. Along with a sense of justice, responsibility, exploration and dialogue, ESD aims to move us toward adopting behaviors and practices which will enable us all to live a full life without being deprived of basic human needs.
Sustainable development YouTube video
