The conceptual framework of Education for Sustainable Development:

Evolution and Development up to Athens, 2005

Prof. Michael Scoullos MIO-ECSDE Chairman

Conference for the Official Launching of the UN Decade of Education for Sustainable Development in the

Mediterranean Region, Athens, 26-27 November 2005

Environmental Education (EE)

Earth “Spaceship” (limits to growth)

Environment

Society, Economy,

institutions, etc.

The first “steps” of EE 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

“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.

Environment Ecology Economy Society

Sustainable Development

The Rio UN Conference on Environment and Development 1992

Environment Ecology Economy Society

Sustainable Development

EE only to support environmental protection or having a broader role?

EE to where??

Environment Ecology Economy Society

Sustainable Development

Expansion of EE => Education

Education for Environment & Sustainability

(EfES)

The Thessaloniki International Conference (1997)

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

ECONOMY SOCIETY

ENVIRONMENT

Components of Sustainable Development

Sustainable Developmentand Education for

Sustainable Development

Education

Environment

Society

Economy

The evolution after WSSD (2002):Sustainable Development as a pyramid

Governance

Environment

Society

Economy

…considering that Education is one of the basic elements of the overall Governance needed..

…turning the previous figure…

Environment

Governance

Society

Economy

The components of Governance

Governance

Institutions

Technology

Education

Education

Environment

Technology

Society

Economy

Institutions

Governance

Combining the figures of Governance and Sustainable Development

Governance

The double pyramid visualizing the concept of sustainable development

Education for Sustainable Development

EnvironmentalProtection

Application of appropriate technology

ResponsibleEconomy

Social Cohesion & Welfare

Effective Institutions

CULTURE

Governance

Technology

Environment

Culture

Society

Economy

Governance

Education for Sustainable Development

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.

- 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 approachLearners centred Values – drivenPromoting critical thinking & problem-solvingEmploying a variety of educational methodsPromoting participatory decision-makingForward looking promoting medium and long-term planningLocally 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.)

ESD Characteristics & Principles

Challenges related to ESD

To allow learners to overcome the tensions and find balance between: 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.