The conceptual framework of Education for Sustainable Development: Evolution and Development up to Athens, 2005

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The conceptual framework of Education for
Sustainable Development Evolution and
Development up to Athens, 2005
Conference for the Official Launching of the UN
Decade of Education for Sustainable Development
in the Mediterranean Region, Athens, 26-27
November 2005
Prof. Michael Scoullos MIO-ECSDE Chairman
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Environmental Education (EE)
Environment

• Earth Spaceship
• (limits to growth)

Society, Economy, institutions, etc.
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The first steps of EE

• Limits to growth Report gt 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.

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During the 80s

• 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.
• 80s and 90s 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.

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The Rio UN Conference on Environment and
Development 1992
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EE only to support environmental protection or
having a broader role?
EE to where??
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The Thessaloniki International Conference (1997)
Education for Environment Sustainability (EfES)
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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
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Components of Sustainable Development
ECONOMY
SOCIETY
ENVIRONMENT
Sustainable Developmentand Education for
Sustainable Development
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The evolution after WSSD (2002)Sustainable
Development as a pyramid
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considering that Education is one of the basic
elements of the overall Governance needed..
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turning the previous figure
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The components of Governance
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Combining the figures of Governance and
Sustainable Development
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The double pyramid visualizing the concept of
sustainable development
Responsible Economy
Social Cohesion Welfare
Environmental Protection
C U L T U R E
Governance
Governance
Education for Sustainable Development
Effective Institutions
Application of appropriate technology
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Education for Sustainable Development
Economy
Society
Environment
Technology
Governance
Culture
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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
  earths 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.

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ESD Characteristics Principles

• 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.

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ESD Characteristics Principles
ESD Characteristics Interdisciplinary and
holistic approach Learners centred Values
driven Promoting critical thinking
problem-solving Employing a variety of
educational methods Promoting participatory
decision-making Forward looking promoting medium
and long-term planning Locally relevant
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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.)

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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

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• 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.