Immortalizing Values Through Education for Sustainable Development

 Some argued that educating for sustainable development ran the risk of programming while others wondered whether asking schools to take a lead in the transition to sustainable development was asking too much of teachers.

These debates were compounded by the desire of many, predominantly environmental, NGOs to contribute to educational planning without the requisite understanding of how education systems work, how educational change and innovation takes place, and of relevant curriculum development, professional development and instructive values. Not realizing that effective educational change takes time, others were critical of governments for not acting more quickly.

Consequently, many international, regional and national initiatives have contributed to an expanded and refined understanding of the meaning of education for sustainable development. For example, Education International, the major umbrella group of teachers’ unions and associations in the world, has issued a declaration and action plan to promote sustainable development through education.

https://open.lshtm.ac.uk/mod/forum/discuss.php?d=13985
https://open.lshtm.ac.uk/mod/forum/discuss.php?d=13860
https://open.lshtm.ac.uk/mod/forum/discuss.php?d=13802
https://open.lshtm.ac.uk/mod/forum/discuss.php?d=13801
https://open.lshtm.ac.uk/mod/forum/discuss.php?d=13861

A common agenda in all of these is the need for an integrated approach through which all communities, government entities, collaborate in developing a shared understanding of and commitment to policies, strategies and programs of education for sustainable development.

Actively promoting the integration of education into sustainable development at local community

In addition, many individual governments have established committees, panels, advisory councils and curriculum development projects to discuss education for sustainable development, develop policy and appropriate support structures, programs and resources, and fund local initiatives.

Indeed, the roots of education for sustainable development are firmly planted in the environmental education efforts of such groups. Along with global education, development education, peace education, citizenship education, human rights education, and multicultural and anti-racist education that have all been significant, environmental education has been particularly significant. In its brief thirty-year history, contemporary environmental education has steadily striven towards goals and outcomes similar and comparable to those inherent in the concept of sustainability.

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