On Planning for Development:
Education for Sustainability
Letter written in the year 2070|
Article published in the magazine
"Crónicas de los Tiempos", in April 2002>
(This is a presentation file (.pps))
World Economic Association Sustainability
Conference - 24th September to 21st October, 2012|
Sustainability – Missing Points in the Development Dialogue
Sustainability has many dimensions and is a challenge for both
economists and other social scientists. The idea behind this online
conference is to raise issues from and about fundamental
perspectives, to broaden the dialogue through an articulation of
alternative or complementary perspectives, and to provide policy
advice. The focus is not just on so-called “tipping points,” but also
on “missing points” in the sustainability dialogue.
From the Education for Sustainability (EfS) Programme - 2011|
be an effective agent for
Education for Sustainability
Education for Sustainability (EfS)
Programme offers post-graduate courses from Continuing Professional
Development to Masters level, aimed at providing personal and
professional development for anyone involved in communicating
sustainability, whatever the context.
We aim to help you become an effective agent for positive
change in learning and education relevant for sustainability. We do so
by enquiring into the kind of learning for change in personal, social and
ecological spheres that is needed to help understand, develop and promote
sustainability. When you complete our programme, you will have achieved the
personal and professional development required to be an effective agent for
I recommend this draft of a broad picture of the new geology brought upon planet earth by human activities,
mainly in the last 200 hundred years, the era of capitalist and bureaucratic socialist industrialisation.
It will help us to better understand "sustainability".
I think is useful to grasp big knowledge in order to understand small knowledge
in relation to "sustainable development" and "education for sustainability"...(R.R.)
The Anthropocene. A man-made world
Science is recognising humans as a geological force to be reckoned with
May 26th 2011 | from the print edition
THE here and now are defined by astronomy and geology. Astronomy takes care of the here:
a planet orbiting a yellow star embedded in one of the spiral arms of the Milky Way, a
galaxy that is itself part of the Virgo supercluster, one of millions of similarly vast
entities dotted through the sky. Geology deals with the now: the 10,000-year-old Holocene
epoch, a peculiarly stable and clement part of the Quaternary period, a time distinguished
by regular shifts into and out of ice ages. The Quaternary forms part of the 65m-year
Cenozoic era, distinguished by the opening of the North Atlantic, the rise of the Himalayas,
and the widespread presence of mammals and flowering plants. This era in turn marks the
most recent part of the Phanerozoic aeon, the 540m-year chunk of the Earth’s history wherein
rocks with fossils of complex organisms can be found. The regularity of celestial clockwork
and the solid probity of rock give these co-ordinates a reassuring constancy.
Environmental Education Research, Vol. 8, No. 1, 2002|
Education for Sustainability as a Frame of Mind
This article will review some problems with taking the notion of sustainable
development, as a policy, as the touchstone of environmental education and will explore
some central strands to understanding sustainability as a frame of mind. It will be
argued that at the heart of this interpretation of sustainability lies the notion of a right
relationship with nature which both conditions our attitudes towards the environment
and our sense of our own identity. The contribution of certain in¯ uential eco-centric
accounts to the idea of sustainability is critically evaluated and a sense of sustainability
is developed which is neither anthropocentric nor eco-centric. It is argued that the
essence of sustainability, so conceived, is intrinsic to authentic human consciousness and
some of the metaphysical issues which it raises for education and modern Western
society are indicated.
Education for Sustainability|
An agenda for action - 1994
"TODAY, EDUCATORS FACE A COMPELLING RESPONSIBILITY to serve society by fostering
the transformations needed to set us on the path to sustainable development. The
time has come to ensure that the concepts of education for sustainability -- in
the broadest sense -- are discussed and woven into a framework upon which
current and future educational policy is based".
of Brighton, Faculty of Arts|
The Handbook of Sustainability Literacy: multimedia version.
Edited by Poppy Villiers-Stuart and Arran Stibbe
You can browse this online resource
from the paperback, additional
chapters as well as Video
In this ground-breaking book, leading sustainability
educators are joined by literary critics, permaculturalists,
ecologists, artists, journalists, engineers, mathematicians and
philosophers in a deep reflection on the skills people need to
survive and thrive in the challenging conditions of the 21st
century. Responding to the threats of climate change, peak oil,
resource depletion, economic uncertainty and energy insecurity
demands the utmost in creativity, ingenuity and new ways of
thinking in order to reinvent both self and society. The book
covers a wide range of skills and attributes from technology
appraisal to ecological intelligence, and includes active
learning exercises to help develop those skills.
here to return to the University of Brighton Faculty of Arts:
|Friends of the
Earth - 8 November 2005|
Britain: Young people take action on climate
Sixty per cent of young people, aged 8-14, are
concerned that the world will suffer the effects of climate change when they are adults
and more than seventy per cent of them already take action at home or school to save
energy, a new survey reveals today. The results are published as part of Friends of the
Earth's activity week for schools `Shout about climate change', which runs from 7-11
Tbilisi declaration (1977)
The world's 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) and was
convened in Tbilisi, Georgia (USSR) from October 14-26, 1977.
from 66 member states and observers from two nonmember states participated.
Representatives and observers from eight U.N. agencies and programs also
participated. Three other intergovernmental organizations and 20 international
nongovernmental organizations also were represented. In all, 265 delegates and
65 representatives and observers took part in the conference.
Declaration was adopted by acclamation at the close of the intergovernmental
conference. The declaration noted the unanimous accord in the important role of
environmental education in the preservation and improvement of the world's
environment, as well as in the sound and balanced development of the world's
Promoting a Secondary School Global Education Curriculum
Most secondary schools continue to embrace the
industrial model of education, placing students in traditional classrooms divided into
discrete academic disciplines. Does this established structure effectively represent the
increasing interconnectedness of species, products and ideas in the modern world? Recent
technological innovations have made communication a complex global enterprise; the shift
in the ways we produce, receive and process information invites a critical rethinking of
school curricula. This project...
Reflect and ICT Project
This DFID-funded project is exploring potential
applications of ICTs for poor and marginalised people, linking to existing Reflect groups
in Uganda, Burundi and India.
During the first year (2003), participating groups were encouraged to analyse issues
around their own access to and control of information relating to their livelihoods:
looking at the value of information to their own lives, the control of information
resources, existing sources of information and communication mechanisms
ICT for Development: empowerment or exploitation?
Learning from Reflect ICTs project
By Hannah Beardon et al
|S. Bhushan, R.
Govinda, A. Mangalagiri (1990)
Environmental Education Handbook for Educational Planners
(It includes full text of the Declaration of Tbilisi
Conference and the Belgrado charter. PDF. 5.7 MB)
Framework for a Draft International Implementation
Creating an environment to educate about the
Belgrade Charter (1975)
The Global Development Research Center
Glossaries, definitions and indicators
Take any of today's environmental problems faced by the
inhabitants of Earth, and its causes and pressures can easily be traced back,
directly or indirectly, to urban areas. The forces and processes that constitute
'urban activity' have far-reaching and long-term effects not only on its
immediate boundaries, but also on the entire region in which it is positioned.
In a very broad sense, the urban environment consists of resources,
human and other; processes, that convert these resources into various
other useable products and services; and effects of these processes,
which may be negative or positive.
Education for Sustainable Development
In December 2002, resolution 57/254 on the
United Nations Decade of Education for Sustainable Development (2005-2014) was adopted by
the United Nations General Assembly and UNESCO was designated as lead agency for the
promotion of the Decade.
This site shares information on the United Nations Decade of Education for Sustainable
Development in close consultation and collaboration with our partners at local, national,
regional and international levels.
|Education for Sustainability - Western Network
The Education for Sustainability Western Network
(“EFS West”) is a professional association of individuals and institutions
working to make sustainability a central focus of higher education in the western U.S. and
Canada. The network was founded in 2001 as a partnership with Second Nature.
We use the term “Education for
Sustainability” to refer to educating all who work, learn, or do business on college
campuses about the principles and practices of sustainability. The goal is to transform
higher education so that sustainability becomes “second nature.” By
sustainability we mean the process of working toward ecologically sound, economically
vibrant, healthy and equitable communities.
Agenda 21 is a comprehensive plan of action to be taken
globally, nationally and locally by organizations of the United Nations System,
Governments, and Major Groups in every area in which human impacts on the environment.
Agenda 21, the
Rio Declaration on
Environment and Development, and the Statement of
principles for the Sustainable Management of Forests were adopted by more than 178
Governments at the United Nations Conference on Environment and Development (UNCED) held
in Rio de Janerio, Brazil, 3 to 14 June 1992.
The Commission on Sustainable Development
(CSD) was created in December 1992 to ensure effective follow-up of UNCED, to monitor and
report on implementation of the agreements at the local, national, regional and
international levels. It was agreed that a five year review of Earth Summit progress would
be made in 1997 by the United
Nations General Assembly meeting in special session.
Education for Sustainable Development
Education for Sustainable Development. Toolkit
Education for Sustainability Website
Department for Environment Food and Rural Affairs
|Education and the World Summit on Sustainable
Education and Sustainable Development. Introduction
27 case studies: major groups in sustainable development education
We are Scotland’s environmental regulator and adviser, responsible to the
Scottish Parliament through Ministers. As well as our role in controlling
pollution, we work with others to protect and improve our environment.These
pages tell you more about what we do and how we work.
|The World Bank:
Development Education Program
Students and teachers, welcome to DEPweb, the World Bank's web site of
classroom-ready sustainable development materials designed
especially for you. Here you'll find online books and
learning modules brimming with activities, information,
data tables, case studies, and colorful maps, charts, and photos that will help
you explore the often complex yet intriguing social, economic, and environmental
issues of sustainable development.
Beyond Economic Growth