National Committee in three ways. Firstly, the members jointly consulton achievements, emerging ideas and the way forward for the DESD;for example, the National Committee, together with other stakeholders,drew up and decided on the National Plan of Action. Secondly, thecommittee is a forum where members can voice their related interests.Thirdly, the committee is the voice of the DESD for the larger politicalarena and society as a whole.The National Committee is also responsible for the certificationof good practice projects in Germany. Innovative ESD projects arerecognized as ‘Official German DESD Projects’ and may carry thisdesignation for two years. At the mid-point of the DESD, some 1,000projects had been recognized (for this initiative, see the article byGerhard de Haan in this publication).In order to broaden the basis for its consultations and to spreadESD further among education and sustainable development stakeholders,the National Committee also called for participation in around table. The German DESD Round Table comprises some 130members – mostly institutions but also individual experts – andcomes together once a year on the invitation of a federal state government.Throughout the year, various working groups contributeto generating ideas and carrying out projects for the DESD. Somerecent activities include a declaration on ‘Universities for SustainableDevelopment’ that was initiated by the higher education workinggroup and adopted by the German University Rectors’ Conferenceand the German Commission for UNESCO. The working groupalso organized a conference to discuss the declaration’s implementation.The early childhood education working group prepared aposition paper, which was distributed to stakeholders, on DeliveringFuture Capacity in the Kindergarten: Giving Children a Stronger Role,Advancing Sustainable Development. The working group on biodiversityand ESD prepared an extensive manual on how to include thevarious facets of biodiversity into education.The National Committee and the Round Table are supported bya German DESD coordination unit, or secretariat, for which theGerman Commission for UNESCO is responsible and that is fundedby the Federal Ministry of Education and Research.Objectives and responsibilitiesThe central bodies’ objectives and responsibilities put in place forthe implementation of the DESD in Germany can be summarizedas follows. All of the responsibilities draw on the potential andstrengths of the work of UNESCO National Commissions to workclosely with politics and civil society:• Agenda setting: ESD and its relevance are communicated to decisionmakers, opinion leaders and disseminators. Politics andcivil society are familiarized with the potential of ESD to makeeducation future oriented. The overall objective is to move ESDhigher up the political agenda.• Providing a platform, networking: the organizational structuremakes it possible for the various ESD stakeholders and practitionersto speak with one voice, debate and agree upon commonpositions, and develop joint activities.• Promoting conceptual development: ESD in general or aspects of ESD –for example, with regard to annual focal themes agreed upon – is beingfurther developed with regard to conceptual questions and practice. Inparticular highlighting good practice through the certification of DESDprojects provides incentives for innovative development.• Ensuring visibility, provision of information: DESD activities are communicatedto the specialist groups and the general public. The DESDAnnual ESD action days in Germanycoordination unit serves as an information resource andclearinghouse for all aspects related to ESD.Instruments for pursuing these objectives include: workshops,seminars and conferences; publications; bilateralmeetings with stakeholders; political recommendations; amajor ESD website (www.bne-portal.de); presence at fairs;annual action days with around 400 individual contributions;and projects in partnership with the private sector.The way aheadDESD implementation, thanks to the political and financialsupport available and to the enthusiasm and commitmentof stakeholders, has been rather dynamic since the beginningof the DESD. There has been particluar success withbringing together interested stakeholders, highlightinggood practice and, to a certain extent, setting the politicalagenda. The first half of the DESD for Germany culminatedin our co-organization of the major UNESCO WorldConference on ESD in spring 2009 in Bonn.Nevertheless, major challenges remain. ESD is still farfrom being an integral part of teaching and learning acrossthe whole education system, and important stakeholdersare not part of the process yet. In the coming years wetherefore want to focus on drawing out much more clearlythe important contribution that ESD makes to raising theoverall quality of education. This also means approachingand convincing stakeholders in the world of education andbeyond that are not yet familiar with ESD or, due to themany other pressures education is under, do not yet seethe urgency to put ESD into practice across the board. Wehope to make progress on these issues, building on thepartnership between politics and civil society that we haveconstructed in the past few years.Image: www.bne-aktionstage.de[ 125 ]
UNEP’s environmental education activitiesIbrahim Thiaw, Director of the Division of Environmental Policy Implementation, United Nations Environment ProgrammeUNEP’s environmental education and training (EET) activitiesaim to promote attitudes and value systems thatinfluence environmentally ethical behaviour by developingunderstanding, skills and values that will enable peopleto participate as active and informed citizens in the developmentof an ecologically sustainable and socially just society.Environmental education is fundamental to the achievementof the goal of sustainable development. Education, awarenessraising and training are essential to United Nations EnvironmentProgramme (UNEP) fulfilling its mandate of inspiring, informingand enabling nations and people to achieve sustainable development.MESA partnershipUNEP is a global leader in science-based environmental policy. Globally,there is an urgent need to develop useful, high quality training andknowledge materials to assist universities and other tertiary institutionsin integrating environment and sustainability issues into the teaching,research and management of their institutions. To excel and be crediblein science-based environmental policy, UNEP seeks to strengthenits interactions with universities and to develop new relationships aswell. UNEP’s continuing successful engagement with universities,for example under Mainstreaming Environment andSustainability into African Universities (MESA), 1 gives ita comparative advantage.Universities serve not only as a conduit to reachthe future generation but also as a pool of intellectualcapital that can be generated, utilized immediately andlinked to policy. Universities play a major role in socioeconomicand cultural behavioural change. In addition,they are taking and will continue to take the lead inthe planning and implementation of future sustainabledevelopment initiatives. The choice of universities isstrategic because:• In their role as producers and transmitters ofknowledge, universities are vital in formulating,influencing and implementing policies, guidelinesand management strategies in environmentaland sustainable development-related fields. Mostgovernments not only depend on experts fromuniversities, but also rely on and utilize researchoutputs from them• Universities’ core mission of teaching is aninstrumental process of building and developingImage: UNEPParticipants at the 1st MESA Workshop, Nairobi, Kenya, 2008[ 126 ]
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