I. Summary

This article talk about addressing the climate challenge requires individuals and institutions to be able to assess and understand climate change, design and implement adequate policies, and, most important of all, take action toward low-carbon, climate-resilient, and sustainable growth. Therefore, climate change education is an essential part of learning for sustainable development.To achieve sustainable development, which is development that meets the needs of the present without compromising the ability of future generations to meet their own needs; individuals need to adopt sustainable lifestyles. Everyday, millions of choices are made by individuals, businesses, and governmentsall of which influence society and environmental impact. These choices connect and differentiate individuals evolving within a global society. Unsustainable collective choices have led to major environmental crises, from climate change to resource scarcity, while failing to improve people's well-being. However, sustainable lifestyles, enabled by both efficient infrastructure and individual actions, play a key role in minimizing the use of natural resources, emissions, wastes, and pollution while supporting equitable socioeconomic development and progress for all. This requires rethinking ways of living, purchasing, and consuming, altering the organization of daily life, of socialization, exchange, education, and the building of identities.On another level, a strong case can be made for a learning for sustainable development agenda based on current gaps in young people's understanding of their own role. Some people informed about global challenges such as climate change, but demonstrated a striking lack of information about local-level issues related to global challenges.While environmental damage and degradation as the worst elements within a vision of the future, sustainability was still not considered as a factor for progress. Education provides a unique opportunity to inform and empower young peopleand all peopleto create their own sustainable lifestyles and communities.

II. KEY CONCEPTS LEARNED

Sustainable Development An ideal Concept and Objective.Development that meets the needs of the present without compromising the ability of future generations to meet their own needsMiddle Income Countries (MICs) defined as having a per capita gross national income of US$1,026 to $12,475(2011) are a diverse group by size, population, and income level. Middle income countries are home to five of the worlds seven billion people and 73 percent of the worlds poor people. At the same time, middle income countries represent about one third of global GDP and are major engines of global growth.Millennium Development Goals (MDGs) - endorsed by governments at the United Nations in September 2000, aim to improve humanwell-beingby reducingpoverty, hunger, child and maternalmortality, ensuring education for all, controlling and managing diseases, tackling gender disparity, ensuringsustainable development and pursuing global partnerships.The eight MDGs are:Goal 1: Eradicate extreme poverty and hungerGoal 2: Achieve universal primary educationGoal 3: Promote gender equality and empower womenGoal 4: Reduce child mortalityGoal 5: Improve maternal healthGoal 6: Combat HIV/AIDS, malaria and other diseaseGoal 7: Ensure environmental sustainabilityGoal 8: Develop a global partnership for development

Rio+20- the short name for the United Nations Conference on Sustainable Development to take place inRiode Janeiro, Brazil, in June 2012 - is an historic opportunity todefinepathways to a safer, more equitable, cleaner, greener and more prosperous world for all.

Post-2015DevelopmentAgendarefers to a process led by the United Nations that aims to helpdefinethe future global development framework that will succeed the Millennium Development Goals.

III. EVALUATION

Education must be made climate compatible and linked to sustainable development in order to meet the needs of the future and beyond. Education is an approach to teaching and learning based on the ideals and principles that underlie sustainability. As such, education promotes multi-stakeholder social learning; emphasizes the empowerment of communities and citizens; engages with key issues such as poverty reduction, sustainable livelihoods, climate change and encourages changes in behavior that will create a more sustainable future.Achieving quality education for all remains a critical goal for global development. While there has been considerable progress in increasing primary school enrollment around the world, children too often leave primary and even secondary school without acquiring the basic knowledge, skills, and competencies needed to grow into healthy adults and lead safe, productive, and sustainable lives. In short, there is a global learning crisis underfoot, which affects children and youth who are out of school with limited learning opportunities and also those who are in school but not learning the skills needed for their future.

IV. Conclusion

Given the world's limited natural resources, rising population, and the climate change challenge, sustainable development cannot be attained without education that equips learners with the skills needed to live healthy, safe, and productive lives in the future, while also safeguarding the ability of future generations to meet their own needs. The learning for sustainable development will equip individuals with new knowledge and the skills needed to reduce vulnerabilities and change behavior, ultimately creating more resilient individuals and societies.

V. Recommendation

Education can impart knowledge and spark behavior change to shift global demand away from resource-and energy-intensive commodities, especially those that contribute to greenhouse gas emissions. Education can help reduce the vulnerability of communities to the impacts of disasters and also enable them to adapt to climate change though integrating disaster risk reduction and environmental and climate change education into curricula. Schools can be made climate-proofed and multi-hazard resilient. Active learning should be connected to local problem solving. Hands-on educational activities with a local focus create successful learning outcomes.

Sustainable lifestyles are patterns of action and consumption, used by people to affiliate and differentiate themselves from others, which: meet basic needs, provide a better quality of life, minimize the use of natural resources and emissions of waste and pollutants over the lifecycle, and do not jeopardize the needs of future generations.Kate Scott, Literature Review on Sustainable Lifestyles and Recommendations for Further Research,Stockholm Environment Institute, March, 2009

VI. References

Sumner, Global Poverty and the New Bottom Billion: What is Three-Quarters of the World's Poor Live in Middle-Income Countries, Institute of Development Studies no 349 (2010): 46.

Anderson, Climate Change Education for Mitigation and Adaption, Journal of Education for Sustainable Development, September 2012.

https://en.wikipedia.org

HOLY ANGEL UNIVERSITYAngeles CityCOLLEGE OF ENGINEERING AND ARCHITECTUREDEPARTMENT OF INDUSTRIAL ENGINEERING

JOURNAL ARTICLE:

Sustainable Development: A Case for Education

Submitted by: Manalili, Judiel P.

Submitted to: Dr. Ruby P. Henson