A Situational Analysis - UNESCO Bangkok

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Defining Education for Sustainable Development (ESD) ESD is a dynamic and expansive undertaking that envisions a world where every person has the chance to benefit from educational opportunities and to learn the lifestyles, behaviours and values necessary to create a sustainable future. It is not restricted to young learners in the formal education system. ESD is for everyone, at all stages of life and in all possible learning contexts. Due to its extensive coverage, ESD employs a partnership approach that engages multiple sectors and stakeholders – including media agencies and the private sector – and utilizes all forms and methods of public awareness-raising, education and training to promote a broad understanding of sustainable development. Addressing environmental concerns has traditionally been the focus of many sustainable development initiatives. However, ESD equally addresses all three pillars of sustainable development - society, environment and economy - with culture as an essential additional and underlying dimension. By embracing these elements in a holistic and integrated manner, ESD enables all individuals to fully develop the knowledge, perspectives, values and skills necessary to take part in decisions to improve the quality of life both locally and globally in terms which are most relevant to their daily lives. Achieving sustainable development will require not only appropriate skills and resources, but also a fundamental alteration to the way development and change are conceptualized. The following perspectives are identified in UNESCO’s draft International Implementation Scheme for the DESD as important concerns and challenges that must be addressed in the effort to achieve sustainability (UNESCO, 2005). • Socio-cultural perspectives: human rights, peace and human security, gender equality, cultural diversity and intercultural understanding, health, HIV/AIDS and governance • Environmental perspectives: natural resources, climate change, rural transformation, sustainable urbanization, and disaster prevention and mitigation • Economic perspectives: poverty reduction, corporate responsibility and accountability, and market economy United Nations Decade of Education for Sustainable Development (DESD) The Decade provides an opportunity for a focused effort on the widespread global implementation of ESD. The proposal for establishing the DESD was endorsed at the World Summit for Sustainable Development (WSSD, 2002). The 57th Session of the UN General Assembly later adopted the DESD by consensus. The Decade has four objectives: • Facilitate networking, linkages, exchange, and interaction among stakeholders in ESD • Foster an increased quality of teaching and learning in education for sustainable development • Help countries to make progress toward and attain the Millennium Development Goals (MDGs) through ESD efforts • Provide countries with new opportunities to incorporate ESD into education reform efforts Seven interlinked strategies are proposed for the promotion and implementation of ESD throughout the Decade. These are: advocacy and vision-building; consultation and ownership; partnership and networks; capacity-building and training; research and innovation; information and communication technologies; monitoring and evaluation.
Monitoring and evaluation will be essential throughout the Decade, and specific indicators are required to measure qualitative and quantitative progress. It is important to collect baseline data at the beginning of the Decade so that progress can be measured in the coming years. Working Paper: Asia-Pacific Regional Strategy for ESD The results from the Situational Analysis, and other initiatives have directly informed the development of the Working Paper: Asia-Pacific Regional Strategy for ESD. These other initiatives include the International Conference on Sustainable Development Education in Ulaanbaatar and the International Forum on ESD in Beijing, both in 2003. In 2004, a Multiagency Consultation on ESD was held in Bangkok, while several focused workshops took place throughout the region to address specific aspects of ESD. Educational innovation for sustainable development was explored at a regional seminar organized by the National Institute for Educational Policy Research (NIER) of Japan and UNESCO’s Asia-Pacific Programme of Educational Innovation for Development (APEID). Details of this seminar can be found later in this report. Other workshops focused on the role of the media, private sector partnerships, monitoring and evaluation, strategic planning and community engagement. Key sections of the Strategy were drafted by over 100 experts from across the region at a participatory and interactive Strategy Workshop in Bangkok in February 2005. The Strategy focuses on collaboration and networking from the perspectives of various stakeholders. The key sections of the Regional Strategy are: core issues for ESD in the Asia-Pacific; roles of stakeholders; and monitoring and evaluation for the promotion and coordination of ESD efforts. ICT, gender and culture are important elements of the Strategy. ICT is recognized as a key strategy for the DESD; mainstreaming gender is a major focus of UNESCO globally; and culture is the important underlying dimension of ESD through which the elements of society, environment and economy are interconnected.
Page 1 and 2: In collaboration with A Situational
Page 3 and 4: A Situational Analysis of Education
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Page 11 and 12: Acknowledgements Firstly, we would
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Page 17 and 18: documents on ESD and surveyed both
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Health Education Governments, inter
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CURRENT STATE OF ESD IN THE PACIFIC
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(PFNet). PFNet was established in 2
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Training The development of special
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Australia Daniella Tilbury Australi
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local communities, with a view to d
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Asia/Pacific Cultural Centre for UN
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United Nations Environment Programm
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United Nations University Institute
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ESD and Natural Disaster Preparedne
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• Sustainable forestry, agri- and
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Fien, J. 1993. Education for the en
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SACEP. 2004. South Asia Co-operativ
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for the International Implementatio
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Lanka Academic Network (Sri Lanka)
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