This document discusses Education for Sustainable Development (ESD). ESD aims to educate students to be global citizens who can help create a sustainable future. It takes a holistic approach that is interdisciplinary, values-based, participatory, and focuses on critical thinking over memorization. ESD is meant to be embedded across the entire curriculum rather than a separate subject. Its goals are to facilitate networking on ESD, improve teaching of environmental topics, support countries' development goals, and provide new tools to reform education systems.

1. Education for
Sustainable
Development
(ESD)

2. The focus is on Education
for Sustainable
Development (ESD) within
the framework of
Education for All (EFA),as
a tool for global citizens
who wants a sustainable

3. No single route to sustainable
development.
The concept of sustainable
development was popularized
in 1987 with the publication
of the "Brundtland Report"—
the report of the World
Commission on Environment
and Development.

4. Social
Peace, Equity,
Democracy
Economic
Work, Money,
Education
Environment
Conservation,
Preservation,
Protection,

5. Society: an understandings of
social institutions and their role in
change and development as well as
the democratic and participatory
systems.
 Environment: an awareness of
the resources and fragility of the
physical environment and the
effects on its human activity and
decisions.

6.  Economy: a sensitivity to the
limits and potential of economic
growth and their impact on
society and on the environment,
with a commitment to assess
personal and societal levels of
consumption out of concern for
the environment and social
justice.

7. ESD is a dynamic concept.
ESD is fundamentally about
values.
Education is an essential
tool for achieving
sustainability.

8. Sustainability Plans
Implementation – an educated
citizenry is vital to implementing
informal and sustainable
development.
Decision making – good
community based decisions.

9. Quality of life –
education is also
central to
improving quality
of life.

10. Essential to ESD is the development
of the following skills
Envisioning
Critical thinking and reflection
Systematic thinking
Building partnerships
Participation in decision making

11. These skills should be
learned and applied
according to the
cultural contexts of
different groups and
stakeholders.

12. Education is expected to
make a contribution to
addressing sustainable
human development, peace
and security, and the quality
of life of the individual,
family, societal and global
levels.

13. Education for sustainable
development teaches
individuals how to make
decisions that consider the
long-term future of the
economy, ecology, and equity
of all communities.

14. ESD should embedded in the
whole curriculum, not as a
separate subject. It should
be locally relevant,
stimulate critical thinking
and encourage the use of
problem solving techniques.

15. Quality education understands the
past, is relevant to the present,
and has a view to the future. It
relates to knowledge building and
the skillful application of all forms
by unique individuals that function
independently and in relation to
other.

16. A quality education reflects the
dynamic nature of culture and
languages, the value of the
individual in relation to the
larger context, and the
importance of living in a way
that promotes equality in the
present and fosters a
sustainable future.

17. Improve the quality of
education, our
programs should be
focused on these
ideals.

18. UNESCO’S Role in Education for
Sustainable Development
In December 2002, the united
nations General Assembly adopted
a resolution putting in place a
United Nations Decade for
Sustainable Development (DESD)
spanning from 2005-2014. The
founding value of ESD is respect:

19. Respect for others;
Respect in the present and
the future generations;
Respect for the planet and
what it provides to us
(resources, fauna, and flora)

20. The DESD breaks down the traditional
scheme and promotes:
 Interdisciplinary and holistic learning
rather than subject- based learning.
 Values-based learning;
 Critical thinking rather than memorizing;
 Multi-method approaches; word, art,
drama, debates, etc.;
 Participatory decision-making; and
 Locally relevant information, rather than
national.

21. The DESD aims at changing
the approach to education so
that it can integrate the
principles, values and
practices of sustainable
development. Its goals can
be broken down into four key
objectives:

22.  Facilitating networking, and collaboration
among stakeholders of ESD.
 Fostering greater quality of teaching and
learning of environmental topics.
 Supporting countries in achieving their
millennium development goals through ESD
efforts; and
 Providing countries with new opportunities
and tools to reform education.

23. Four major thrusts of ESD, as follows:
Improving access to quality basic
education
Reorienting existing educational
programs;
Developing public understanding and
awareness; and
Proving training.

24. There are key action themes for
Education for Sustainable Development
Gender Equality – is central to
sustainable development.
Health Promotion – issues of
development, environment and health
are closely entwined.
Environment – environment
perspectives cover several major
themes.

25.  Rural Development – education must
respect diversity.
 Peace and human Security – fundamental
to human dignity and development.
 Sustainable Development – cities have
moved to the forefront of global socio-
economic change.
 Sustainable Consumption – our choices as
consumers today will impact the way
people will live tomorrow.

26. Different attitude on how man can face globalization:
 optimist globalists
 pessimist globalists
 traditional globalists
 transformation globalists
ESD as the right attitude to
globalization

27. –they see only the boon of
globalizing influences in terms of
improved quality of life, higher
living standards, and greater social
cohesion and understanding.
Optimist globalists

28. – they see the dark side of
globalization with dominant First
World Countries imposing their own
economic and political agenda on
the world.
Pessimist globalists

29. – protecting the status quo, they
take a safe ground feeling
indifferent to change, saying the
effects of globalization need not to
be exaggerated.
Traditional globalists

30. – they would not stand and wait
but take a proactive stand.
Transformation globalists

31. Four dimensions of ESD:
Environmental awareness
Competencies for the knowledge economy
Human/social capital and economic growth
Inclusive education
Being an Educator for Sustainable Development

32. 1. Acknowledge their key role as cornerstones of
effective ESD programs and co-developers of the
curricula.
2. Understand the cross-cutting and multi-disciplinary
nature of ESD.
3. Avoid overloading the curriculum and to solely link
ESD to one or two discipline.
4. Be open to diverse learning strategies.
5. Appreciate the importance of multi-stakeholder
partnership.
The guidelines set for teachers are:

33. Values-based learning.
Learning to transform.
Whole-school approach.
Community-based learning
4 modes determined for ESD in
teaching-learning process:

34. `