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Be an Effective Agent for Change! a post-graduate course in Education for Sustainability

Castellano - Français   Editor: Róbinson Rojas Sandford

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 change!...
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 change.

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.)

From The Economist

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
Michael Bonnet

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".

University 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 by chapters from the paperback, additional chapters as well as Video interviews.

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.  Click here to return to the University of Brighton Faculty of Arts: Sustainability Network

Friends of the Earth - 8 November 2005
Britain: Young people take action on climate change

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 November 2005.

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.

Delegates 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.

The Tbilisi 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 communities.

Sonoma State University, California
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...
Fighting against poverty (16-12-2004)
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 Scheme

Environmental Education
Creating an environment to educate about the environment
The Belgrade Charter (1975)

The Global Development Research Center
Urban Environmental Management

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.

Glossaries, definitions and indicators

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
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.
National Curriculum (UK):
Education for Sustainable Development

Rosalyn McKeown:
Education for Sustainable Development. Toolkit
John Huckle:
Education for Sustainability Website
UK Government:
Department for Environment Food and Rural Affairs

Education and the World Summit on Sustainable Development
Education and Sustainable Development. Introduction
27 case studies: major groups in sustainable development education
Sustainable Development

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

Education for Sustainability
Postgraduate courses on
Environment and
Development Education at
London South Bank University

- Part time distance learning
- Full time at the University

- Come visit us at

On Climate Change
On Sustainable Development
On Education for Sustainable Development
On Environment

Australian Development Gateway (Sustainable development through sharing knowledge)
(International Development Ethics Association)

Notes for lectures
Notes and papers

Global Value Chains
Integrated International

International Division of

Transnational Corporations
The Triad ( U.S.A, Japan, E.U.)

- Dependency Theory
- Planning for Development
- The Developmental State
- The Neo-liberal State
- Development Economics
- The future of development

- Foreign Direct Investment
- Factor Payments to Abroad
- The New Economy in

- International Trade

Back to Global Economic Prospects for Developing Countries

--World Investment Reports
---(the complete series)

--World Investment Reports
---(selected statistics)

-- Planning for Development
UNCTAD areas of work:
Globalization and Development
Development of Africa
Least Developed Countries
Landlocked Developing Countries
Small Island Developing States
International Trade and

Services Infrastructure
Investment, Technology and
Enterprise Development

The following databases on-line are available:
Commodity Price Statistics
Foreign Direct Investment
Handbook of Statistics
ICT Statistics
Millennium Indicators

Digital Library:
-- News
-- Main publications
-- UNCTAD Series
-- Basic documents
-- Issues in Brief
-- Newsletters
-- Statistical databases
-- Globalization and
----- Development Strategies

-- Economic Development in
----- Africa

-- International trade
-- Dispute Settlement - Course
----- Modules

-- Investment, Technology and
-----Enterprise Development

-- Services Infrastructure for
--- Development and Trade
----- Efficiency

-- Monographs on Port
----- Management

-- Technical Cooperation
-- Discussion papers
-- G-24 Discussion papers
-- Prebisch Lectures
-- Transnational Corporations
----- Journal

-- Publications Survey 2006-

World indicators on the environment

World Energy Statistics - Time Series

Economic inequality

Other related themes:
- Aid
- Bureaucracy
- Debt
- Decentralization
- Dependency theory
- Development
- Development Economics
- Economic Policies
- Employment/Unemployment
- Foreign Direct Investment
- Gender
- Human Rights
- Human Development
- Hunger
- Inequality/social exclusion
- Informal sector
- Labour Market
- Microfinance
- Migration
- Poverty
- Privatization
- State/Civil Society/

- Sustainable Development
- Transnational Corporations
- Urbanization

- Complete list of development themes

Puro Chile la memoria del pueblo
Proyecto para el Primer Siglo Popular

Director: Róbinson Rojas Sandford

Programa 21
La humanidad se encuentra en un momento decisivo de la historia. Nos enfrentamos con la perpetuación de las disparidades entre las naciones y dentro de las naciones, con el agravamiento de la pobreza, el hambre, las enfermedades y el analfabetismo y con el continuo empeoramiento de los ecosistemas de los que depende nuestro bienestar. No obstante, si se integran las preocupaciones relativas al medio ambiente y al desarrollo y si se les presta m s atención, se podr n satisfacer las necesidades b sicas, elevar el nivel de vida de todos, conseguir una mejor protección y gestión de los ecosistemas y lograr un futuro m s seguro y m s próspero. Ninguna nación puede alcanzar estos objetivos por sí sola, pero todos juntos podemos hacerlo en una asociación mundial para un desarrollo sostenible
La Banca Mundial:
Programa de Educación sobre el Desarrollo
Estudio del desarrollo sostenible
Estudiantes y docentes, bienvenidos a DEPweb, el sitio electrónico del Banco Mundial que contiene material sobre el desarrollo sostenible diseñado especialmente para ustedes y listo para su uso en el aula.
Aquí encontrarán libros electrónicos y módulos de aprendizaje, colmados de actividades, información, cuadros de datos, estudios de casos y mapas, gráficos y fotografías en color que los ayudarán a la estudiar las cuestiones sociales, económicas y ambientales del desarrollo sostenible que, aunque suelen ser complejas, son fascinantes

Más allá del crecimiento económico

Este libro ha sido concebido principalmente para ayudar a los lectores a ampliar sus conocimientos sobre temas que afectan a todo el mundo, comprender mejor la situación de su país en el contexto internacional y entender los problemas nacionales y mundiales que obstaculizan el desarrollo sostenible. Puesto que el desarrollo es un proceso integral que supone cambios económicos, así como Socialeses y ambientales, en este libro se adopta un enfoque interdisciplinario. En él se intenta describir y explicar las complejas relaciones existentes entre diversos aspectos del desarrollo, como el crecimiento demográfico, el crecimiento económico, las mejoras de la educación y la salud, la urbanización y la globalización. Se invita a profesores, estudiantes e interesados de todas las edades a analizar con mayor detenimiento esas relaciones aplicando los datos estadísticos y los conceptos teóricos que se presentan en esta publicación.
Agroecología y Desarrollo Sustentable. Perú

Promovemos el desarrollo humano sostenible desde experiencias de desarrollo rural que mejoren las capacidades de gestión local y empresarial, concertando con instituciones y actores sociales para asumir los compromisos del Programa 21
Informes Control Ciudadano:
Control Ciudadano es una red internacional de organizaciones ciudadanas que lucha por la erradicación de la pobreza y sus causas con el fin de asegurar la distribución equitativa de la riqueza y la realización de los derechos humanos. Estamos comprometidos con la justicia social, económica y de género.
2005: Rugidos y murmullos. Género y pobreza: más promesas que acciones
2004: Miedos y miserias. Obstáculos a la seguridad humana
2003: Los pobres y el mercado
2002: El impacto social de la globalización en el mundo
2001: La distribución de la riqueza
2000: Políticas nacionales contra la pobreza
1999: La globalización no está beneficiando a quienes más la necesitan
1998: La equidad
1997: La pobreza
1996: La pobreza
Otras publicaciones

Educación con miras al Desarrollo Sostenible

En diciembre 2002, la Asamblea general de las Naciones Unidas adoptó la resolución 57 / 254 relativa al Decenio de las Naciones Unidas para la Educación con miras al Desarrollo Sostenible (2005-2014) y designó a la UNESCO como órgano responsable de la promoción del Decenio.
En el presente sitio usted encontrará los elementos del esbozo del Programa de aplicación internacional para el Decenio de las Naciones Unidas con miras al Desarrollo Sostenible elaborar, en estrecha concertación y colaboración con nuestros socios a escala local, nacional, regional e internacional

Puro Chile la mémoire du peuple
Projet pour le Premier Siècle Populaire

Editeur: Róbinson Rojas Sandford

Action 21
L'humanité se trouve à un moment crucial de son histoire. Nous assistons actuellement à la perpétuation des disparités entre les nations et à l'intérieur des nations, à une aggravation de la pauvreté, de la faim, de l'état de santé et de l'analphabétisme, et à la détérioration continue des écosystèmes dont nous sommes tributaires pour notre bien-être. Mais si nous intégrons les questions d'environnement et de développement et si nous accordons une plus grande attention à ces questions, nous pourrons satisfaire les besoins fondamentaux, améliorer le niveau de vie pour tous, mieux protéger et mieux gérer les écosystèmes et assurer un avenir plus sûr et plus prospère. Aucun pays ne saurait réaliser tout cela à lui seul, mais la tâche est possible si nous oeuvrons tous ensemble dans le cadre d'un partenariat mondial pour le développement durable.
La Banque mondiale:
Programme d'Education sur le Développement
Au delà de la croissance économique

Education en vue du Développement Durable
En décembre 2002, l'Assemblée générale des Nations Unies a adopté la résolution 57/254 relative à la Décennie des Nations Unies pour l'éducation en vue du développement durable (2005-2014) et désigné l'UNESCO comme organe responsable de la promotion de la Décennie.
Ce site présente des informations sur la Décennie des Nations Unies pour l'éducation en vue du développement durable (EDD), élaborées en étroite consultation et collaboration avec nos partenaires à l'échelon local, national, régional et international

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