Tomorrow today; 2010 - unesdoc - Unesco

Promoting education for sustainable development in China1 UNESCO World Conference on Education for Sustainable Development, held from Mar. 31 to Apr. 2, 2009 inBonn, Germany.2 Xiaoya, Chen (2008). Practice of Education for Sustainable Development in China, Beijing Publishing House, Beijing.3 Jie, Luo and others (2008). Introducing Education for Sustainable Development in Our Schools. Educational SciencesPublishing House, Beijing.4 UNESCO Senior Working Group and the International Implementation Plan of the UN Decade of Educational forSustainable Development (2005-2014), January 2005.5 Gendong, Shi and Guiying, Wang (2009). Basic ESD Course. Educational Science Publishing House, Beijing.6 Gendong, Shi (2005). Promote sustainable development: vital mission of new century’. Education Research, Beijing.7 Gendong, Shi (May 2010). Education for sustainable development enlightens school teaching in new age.Education Research, Beijing.8 Long, Shi (January 2010). For China’s educational reform of sustainable development’. Educational ScienceResearch, p. 6, Beijing.9 Li, Zhang (2006). China’s Education and Sustainable Development. Sciences Publishing House, Beijing.10 Tiedao, Zhang (2009). Practicing Education for Sustainable Development in Discipline Teaching (Primary School edition),Educational Science Publishing House, Beijing.11 Xinsheng, Zhang (2006). Promote Education for Sustainable Development under Guidance of Scientific DevelopmentViewpoint. Educational Science Publishing House, Beijing.Establishing enriched learning in Japan: participation and partnership1 Eleven ministries and agencies were involved in the Interministerial Meeting in Japan: Cabinet Secretariat, Ministryof Foreign Affairs, Ministry of Education, Culture, Sports, Science and Technology, Ministry of the Environment,Cabinet Office, Ministry of Internal Affairs and Communications, Ministry of Agriculture, Forestry and Fisheries,Ministry of Economy, Trade and Industry, Ministry of Land, Infrastructure, Transport and Tourism, and (asobservers) Ministry of Justice, Ministry of Health, Labour and Welfare.ASEAN higher education and sustainable development1 United States National Research Council, Policy Division, Board on Sustainable Development (1999). OurCommon Journey: A Transition toward Sustainability. Washington, DC: National Academy Press, 1999.2 There is evidence that a population with guaranteed access to health care and education, even with relatively lowincome, have comparatively better results in terms of the length and quality of life of the entire population. Sen,Amartya (1999). Beyond the crisis: development strategies in Asia. In Sustainable Development and Human Security:Second Intellectual Dialogue on Building Asia’s Tomorrow. Pamela J. Noda, ed. Tokyo, Japan: Center for InternationalExchange, 1999, pp 15-37.3 The Sufficiency Economy philosophy initiated by His Majesty King Bhumibol Adulyadej emphasized sustainabledevelopment, sound macroeconomic policies and the equitable sharing of economic prosperity. The SufficiencyEconomy philosophy framework comprises three components and two underlying conditions. First, Sufficiencyentails three components: Moderation, Reasonableness, and a requirement for a Self-immunity System, i.e. theability to cope with shocks from internal and external changes. Second, two underlying conditions necessary toachieve Sufficiency are Knowledge and Morality. Piboolsravut, P. (2004). Sufficiency Economy. ASEAN EconomicBulletin, 2004, pp. 127-134.4 Retrieved 2 September 2010. http://bsris.swu.ac.th/kmupload/SufficiencyEconomy.pdf.5 The Meetings of Directors General/ Secretaries General/ Commissioners of Higher Education in Southeast Asiawere launched for the first time in 2005 and continue today. The objective of the Meetings is to establish a formalvenue for high-ranking higher education officials in the region to refresh information, review the progress of theprojects/programmes and explore the possibility of future collaboration on higher education. SEAMEO RegionalCentre for Higher Education and Development (SEAMEO RIHED), Report of the Fourth Meeting of DirectorsGeneral/ Secretaries General/ Commissioners on Higher Education in Southeast Asian Region, 2010, pp. 4-9.6 The Office of Higher Education Commission, Thailand, in collaboration with SEAMEO RIHED, has been inthe process of preparing the Research Cluster Exploration Conference which is scheduled to be convened inNovember 2010. SEAMEO RIHED. Report of the 18th SEAMEO RIHED Governing Board Meeting, 2010.7 Kaivola, T. and Rohweder, L., eds. Towards Sustainable Development in Higher Education – Reflections. Finland:Ministry of Education, 2007, pp 111.Further references- ASEAN (2009). Roadmap for an ASEAN Community 2009-2015. Jakarta: ASEAN Secretariat.- Elias, D. and Wagner-Gamble, K. Education in Sustainable Development within the Asia-Pacific Region.- Kaivola, T. and Rohweder, L., eds. Towards Sustainable Development in Higher Education – Reflections. Finland:Ministry of Education, 2007, pp 111.- McKeown, R. Education for Sustainable Development Toolkit. July 2002. Retrieved 27 August 2010 from www.esdtoolkit.org.- SEAMEO RIHED (2008). Harmonisation of Higher Education: Lessons Learned from the Bologna Process. Bangkok,Thailand: SEAMEO RIHED.- SEAMEO RIHED (2009). Raising Awareness: Exploring the Ideas of Creating Higher Education Common Space inSoutheast Asia, 2009. Conference proceedings, Bangkok, Thailand: SEAMEO RIHED.- SEAMEO RIHED (2009). Report of the Fourth Meeting of Directors General/ Secretaries General/ Commissioners onHigher Education in Southeast Asian Region, 2010, pp. 4-9.- SEAMEO RIHED (2010). Report of the 18th SEAMEO RIHED Governing Board Meeting, 2010.- Sen, A. (1999). Beyond the crisis: development Strategies in Asia. In Sustainable Development and Human Security:Second Intellectual Dialogue on Building Asia’s Tomorrow. Pamela J. Noda, ed. Tokyo, Japan: Center for InternationalExchange, pp. 15-37.- UNESCO (2006). Higher Education in South-East Asia. Bangkok, Thailand: the UNESCO Asia and Pacific RegionalBureau for Education, 2006.- U.S. National Research Council, Policy Division, Board on Sustainable Development. Our Common Journey: ATransition toward Sustainability. Washington, DC: National Academy Press, 1999.- Retrieved 2 September 2010 from http://bsris.swu.ac.th/kmupload/SufficiencyEconomy.pdf.Developing informed fishing communities in South Asia1 Yugraj Singh Yadava and Nasiruddin Md Humayun (2009). Report of the National Workshop on Monitoring,Control and Surveillance in Marine Fisheries, Bangladesh BOBP/REP/110. p.104.2 Government of India (2005). Report of the National Marine Fisheries Census, 2005.3 Ministry of Fisheries and Agriculture, Government of Maldives (2006). Fisheries Statistics, 2006.4 Department of Fisheries and Aquatic Resources, Government of Sri Lanka (2007). Basic Fisheries Information(Marine Fisheries) – 2007 Estimates.5 BOBP-IGO (2009). Report on the survey of fisher communities in Cox’s Bazar, Bangladesh. Safety at Sea Surveyin Cox’s Bazar.6 Government of India (2005). Report of the National Marine Fisheries Census, 2005.7 Government of Maldives (2006). National Census Report, Ministry of Planning and National Development.8 FAO Fishery and Aquaculture Country Profile – Sri Lanka. Available from www.fao.org/fishery/countrysector/FI-CP_LK/en.9 United Nations Development Programmes, Human Development Reports (various issues). Available from http://hdr.undp.org/en/statistics/data/.10 Haglund Heelas, A. (1992). Voice of Maldives – using the airwaves to reach scattered communities. Bay of BengalNews, vol. 1, no. 47, September 1992. pp. 28-29.11 Yugraj Singh Yadava (2007). Code of Conduct for Responsible Fisheries – taking it far and wide. Bay of BengalNews, vol. 4, no. 12, June 2007, pp.2-4.12 Rathin, R. (1995). Encouraging fisherfolk to manage their fisheries – how awareness and communication canhelp. Bay of Bengal News, vol. 2, no. 1, September 1995, pp. 4-8.Let’s take care of the planet: education for sustainable societies1 Available from http://confint2010.mec.gov.br and www.letstakecareoftheplanet.net.2 Available from www.youtube.com/watch?v=GFcFTw6tjY8&feature=related.3 Available from www.letstakecareoftheplanet.net.From activists to the inclusion of ESD in the education system: progress and challenges still to be faced1 Independent, not-for-profit organization with an international membership. Available from http://www.clubofrome.org/.2 Visit the site www.decennie.ch (or www.dekade.ch or www.decennio.ch), which sets out the criteria a project mustsatisfy to be recognized as a ‘Decade Activity’ in Switzerland.3 Education still falls largely within the remit of the cantons.4 For details of this project, see: http://bnes1.educanet2.ch/info/.ws_gen/?5 and for the results: Kyburz-Graber,R., Nagel, U., Odermatt, F., Zug, F., eds. (2010). Handeln statt hoffen: Materialien zur Bildung für NachhaltigeEntwicklung für die Sekundarstufe. Klett & Balmer Verlag., Zug.5 http://www.cohep.ch/fr/commissions-consortiums/consortium-edd-de-la-cohep/#c935.6 UNESCO World Conference on Education for Sustainable Development – Moving into the Second Half of the UNDecade, 31 March to 2 April 2009, Bonn, Germany. http://www.esd-world-conference-2009.org.Sweden’s pioneering role in education for sustainable development1 Rockström, J. and others, A safe operating space for humanity. Nature, 24 September 2009, pp. 461 and 472-475, identifies nine critical interlinked planetary boundaries. Respecting these boundaries is a precondition forhuman development.2 The United Nations Conference on the Human Environment (also known as the Stockholm Conference), heldin Stockholm, Sweden from 5-16 June 1972, was the UN’s first major conference on international environmentalissues.3 Including the Stockholm Resilience Centre, The Stockholm Environment Institute, the Gothenburg Centre forEnvironment and Sustainability (GMV) and many others.4 Sida, formerly known as Swedish Agency for International Development Assistance, works according to thedirectives of the Swedish Parliament and Government to reduce poverty in the world. The overall goal of Swedishdevelopment cooperation is to contribute to making it possible for poor people to improve their living conditions.5 ESD in Formal Education (2001-ongoing); ESD in Formal Education – China (2004-2009); ESD in HigherEducation (2008-ongoing); ESD in a River Basin Context (2008-2009).6 Associated Schools Project Network (ASPnet) is a UNESCO initiative.7 http://www.unesco.se/Bazment/Alias/Files/?Goteborgsrekommendationerna.From personally relevant experience to action research for sustainable education1 Central European Science Publishers. See http://versita.com/science/education/jtes/2 Available from www.ise-lv.eu/3 Available from www.esd-world-conference-2009.org/en/esd-projects-exhibition/europe-and-north-america.html4 Institute of Sustainable Education. See www.ise-lv.eu/5 UNESCO (2005). Guidelines and Recommendations for Reorienting Teacher Education to Address Sustainability,UNESCO Paris section, Technical Paper no. 2 (2005), p.23.6 Salite, I. and Pipere, A. (2007). Journal of Teacher Education and Training: deepening action research. InMcKeown, R., ed. Good Practices in Education for Sustainable Development: Teacher Education Institutions. UNESCOEducation for Sustainable Development in Action Good Practices, no. 1, January 2007, pp. 41-47.7 Belousa, I. and Micule, I. (2007). Experience of the Institute of Sustainable Education, Faculty of Education andManagement. In Vilela, M. and Corrigan, K., eds. Good Practices Using the Earth Charter: UNESCO Education forSustainable Development in Action, Good Practices, vol. 3, pp. 157–161, November 2007. [ISBN 978–9977–925–54– 7]8 The research approach used by the researchers of ISE is available online in the articles published in the JTET/JTEFS collection Education and Sustainable Development: First Steps Toward Changes and the new scientificjournal, Discourse and Communication for Sustainable Education (see ISE website, www.ise-lv.eu/).Beyond boundaries: implementing education for sustainable development in language arts1 UNESCO (2005).2 For an elaboration of this, see Down (2005).3 From Orr, David (2004). Earth in Mind.4 Glotfelty and Fromm (1996).5 See McKeown’s ESD toolkit.Further references:- Down, L. ( 2005) Literature to address the problem of violence. In Guidelines and Recommendations for ReorientingTeacher Education to Address Sustainability. UNESCO, Technical Paper (2) 2005.- Glotfelty, Cheryll and Harold Fromm, eds. (2005). The Ecocriticism Reader: Landmarks in Literary Ecology. Athensand London: University of Georgia Press.- McKeown, R. and others (2000). Education for Sustainable Development Toolkit. Knoxville: Waste ManagementResearch and Education Institution.- Miller, A. (1976). The Death of a Salesman, London: Penguin.- Hodge, M. (2006). Limbo Island. In Nunez, E., Sparrow, J., eds. Blue Latitudes. Emeryville, CA: Seal Press.Transforming higher education for a sustainable tomorrow: a case of learning by doing at Universiti SainsMalaysia1 Universiti Sains Malaysia (2008). Transforming Higher Education for a Sustainable Tomorrow. Penang, Malaysia:USM, 2008.2 Malaysia Ministry of Higher Education (2007). National Higher Education Action Plan 2007-2010: Triggering HigherEducation Transformation. Putrajaya, Malaysia: MOHE, 2007.3 Walker, M. (2005). Amartya Sen’s Capability Approach and Education. Educational Action Research, 13.1 2005:p.103.4 Cf. Universiti Sains Malaysia, Healthy Campus Series, Volumes 1-18, Penang, Malaysia: USM, 2003-2009.5 For more information on the Healthy Campus programme, see http://healthycampus.usm.my.6 Zainal A. Sanusi and Hamoon Khelghat-Doost (2008). Regional Centre of Expertise as transformational platformfor sustainability: a case study of Universiti Sains Malaysia, Penang. International Journal of Sustainability in HigherEducation, 9.4 (2008): p. 487.7 W. Chan Kim and Mauborgne, R. (2005). Blue Ocean Strategy: How to Create Uncontested Market Space and Makethe Competition Irrelevant. Cambridge, Massachusetts: Harvard Business School Press, 2005.[ 190 ]