EDUCATION FOR

SUSTAINABLE DEVELOPMENT
Subject – CP – II – Sociology, History and
Political Economy of Education.
Subject Faculty – Shri. S. B. Sonawane.

By – Umesh Benake & Milind Patil

 Questions to
consider:
• What is sustainable Development Goals?
• Why should we bother with it?
• The challenge to education
• The implications of ‘sustainable
education’
 Introduction
• In September 2000, one hundred and eighty nine countries adopted the
eight
(8) goals to be achieved by 2015.

• The MDGs were drawn from the action and targets contained in
the Millennium Declaration by the countries.
MDGs
 However
!
• Persons with disabilities are not mentioned in the 8 MDGs or the 21
targets or the 60 indicators.

• This fact represents a lost opportunity to address the pressing social,

educational, health and economic concerns of millions of the world’s most
marginalized citizens
Brundtland Report |
Brundtland Report, also called Our Common Future,
publication released in 1987 by the World Commission on
Environment and Development (WCED)
 What are Sustainable Development Goals
(SDGs)

• The Sustainable Development Goals (SDGs) are a proposed set target

of relating to future international development. s

• TheSDGswerefirstformallydiscussedattheUnitedNationsConferenceon Sustainable
Development held in Rio de Janeiro in June 2012 (Rio+20).

• On 19 July 2014, the UN General Assembly's Open Working Group on

Sustainable Development Goals (OWG) forwarded a proposal for the SDGs to the
Assembly.
 Sustainable
Development
• The use of renewable and nonrenewable resources in a
manner that satisfies our current needs but does not
compromise the future availability of resources.
• According to the UN, sustainable development “meets the
needs of the present without sacrificing the ability of
future generations to meet their own needs.”
• Solutions must meet environmental, economic, and
social
goals simultaneously to satisfy the triple bottom line
Sustainable Development
Goals
• GOAL 1 - End poverty in all its forms everywhere
• GOAL 2 - End hunger, achieve food security and improved nutrition
and promote sustainable agriculture
• GOAL 3 - Ensure healthy lives and promote well-being for all at all ages
• GOAL 4 - Ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all
• GOAL 5 - Achieve gender equality and empower all women and girls
• GOAL 6 - Ensure availability and sustainable management of water
and sanitation for all
• GOAL 7 - Ensure access to affordable, reliable, sustainable and
modern energy for all
• GOAL 8 - Promote sustained, inclusive and sustainable economic
growth,
full and productive employment and decent work for all
• GOAL 9 - Build resilient infrastructure, promote inclusive and
sustainable industrialization and foster innovation
• GOAL 10 - Reduce inequality within and among countries
• GOAL 11 - Make cities and human settlements inclusive, safe, resilient
and sustainable
• GOAL 12 - Ensure sustainable consumption and production patterns
• GOAL 13 - Take urgent action to combat climate change and its impacts*
• GOAL 14 - Conserve and sustainably use the oceans, seas and marine resources for
sustainable development
• GOAL 15 - Protect, restore and promote sustainable use of terrestrial ecosystems,
sustainably manage forests, combat desertification, and halt and reverse land
degradation and halt biodiversity loss
• GOAL 16 - Promote peaceful and inclusive societies for sustainable development,
provide access to justice for all and build effective, accountable and inclusive
institutions at all levels
• GOAL 17 - Strengthen the means of implementation and revitalize the global
partnership for sustainable development
 Aspects of Well-
being Food, shelter, secure
Basic
Needs livelihood
Good Physical and mental health
Health and a robust natural
environment
Healthy
A supportive social
Social
network
Relations
Personal safety and security of
Security one’s possessions
Freedom The capacity to achieve
one’s
 What is Sustainable
Development?
Development which meets:

•… the needs of the present without compromising

the ability of future generations to meet their
own needs.
“Education is the most powerful weapon you can use to change
the world.”
-Nelson Mandela.
 Education for Sustainable
Development
Education today does not sufficiently prepare learners to contribute to
sustainable development.
Themes like climate change or biodiversity need to be integrated into
teaching and learning.
Teaching and learning needs to be designed in a participatory, learner-
centred way.
 What Education for Sustainable Development
means…
• People do their basic development
• Preparation of confident and independent student
• Create Equality
• Priority for Self-activity
• Thinking about other development
• Permanent type development
 What need to be
done?
• ESD affects all components of education:
• Legislation,
• Policy, finance,
• Curriculum,
• Instruction,
• Learning,
• Assessment, etc.
“We resolve to promote education for
sustainable development … beyond the
United Nations Decade of Education
for Sustainable Development.”
 Global Action Programme on
ESD
To mobilize education and learning to accelerate progress
towards sustainable development.

a. Reorienting education and learning so that everyone has the

opportunity to acquire the values, skills and knowledge that empower
them to contribute to sustainable development.

b. Enhancing the role of education and learning in all relevant

agendas, programmes and activities that promote sustainable
development.
Key principles and
definitions
ESD concerns educational content and methodology

ESD promotes skills like critical thinking

and imagining future scenarios

ESD treats the three pillars of SD in an

integrated
manner

ESD encompasses formal, non-formal and

informal education and learning

The Global Programme also encompasses activities

that
are in line with the above but may not be called
‘ESD’
Priority action
areas
1 Advancing policy

2 Transforming learning and training environments

3 Building capacity of educators and

trainers
4 Empowering and mobilizing youth

5 Accelerating sustainable solutions at local level

Priority action
areas
1. Advancing Policy
Integrate ESD into international and national policies in education
and sustainable development by mainstreaming good practices and
bringing about systemic change.
 Work with Ministry of Education to strengthen ESD policy
 Connect ESD policy with other sectors (e.g., aligning low-
carbon
strategies with content of TVET)
2. Transforming learning and training environments
Integrate sustainability principles into institutions through
whole-institution approaches.

 Support education institution to set up a school

sustainability plan
 Work with private companies to transform them into
inspiring models of sustainability through education
and training
Priority action areas
3. Building capacity of educators and trainers
Build capacities of educators and trainers to become learning facilitators for ESD.

 Introduce ESD into pre-service and in-service

education and training.

4. Empowering and mobilizing youth

Support youth in their role as change agents.
 Design learner-centered ESD opportunities, such as e-
learning and mobile learning.
 Work with youth-driven organizations to
enhance youth participation in addressing
sustainability challenges.

5. Accelerating sustainable solutions at local level

Develop innovative solutions to sustainable development
challenges at the local level.
 Work with local authorities and municipalities to
enhance ESD programmes.
 Status of ESD in
Kenya
• NEMA and civil society organizations play a key role in leading, but also
supporting, learning opportunities for change towards sustainable
development across the sectors.

• ESD activities are taking place including: raising awareness, providing

capacities and skills, and empowering people and communities to create
more sustainable futures.
• As part of the implementation NEMA has spearheaded formation of 9 RCE
(Regional Centres of Expertise).
• Advocacy and community sensitization is going on at three
levels: Government, NGO and private sector at community levels.
 What is
Disability?
• A disadvantage or deficiency, especially a physical or mental impairment
that interferes with or prevents normal achievement in a particular area, or
something that hinders or incapacitates.

• According to the definition of World Health Organization, disability is

described as three distinct folds…
Cursed OR
BLESSED…!!!
• Impairment: Any loss or abnormality of psychological, physiological or
anatomical structure of a function

• Disability: Resulting from impairment, an restriction or lack of ability to

perform an activity in the manner or within the range considered normal for a
human being

• Handicap: A disadvantage for a given individual, resulting from an impairment

or a disability, that prevents the fulfillment of a role, considered normal,
depending upon age, ethics and cultural and social factors, for an individual
 Situation of
PWDs
• Persons with disabilities face barriers to participation in society.

• Persons with disabilities and their families are overrepresented among

those living in absolute poverty.

• Persons with disabilities are particularly at risk to the effects of

climate
change.
 ESD Is About Learning
To:
• Respect, value and preserve the achievements of the past;
• Appreciate the wonders and the peoples of the Earth;
• Live in a world where all people have sufficient food for a
healthy and
productive life;
• Assess, care for and restore the state of our Planet;
• Create and enjoy a better, safer, more just world;
• Be caringcitizenswho exercisetheirrightsand responsibilities
locally, nationally and globally.
 Four Key goals for
disability
1. Ensure inclusive and equitable quality education and promote life long
learning opportunities for all
2. Achieve gender equality and empower all women and girls
3. Take urgent action to combat climate change and its impact

4. Promote peaceful and inclusive societies for sustainable development, provide

access to justice for all and build effective, accountable and inclusive institutions at
all levels
 Lessons
Learnt…
• ESD calls for lifelonglearningand recognizesthe fact that
the educational needs of people change over their
lifetime.

• ESD has essential characteristics that can be implemented

in many culturally appropriate forms.
 Therefore ESD:
• is based on the principles and values that underlie sustainable
development;
• deals with the well-being of all four dimensions of sustainability –
environment, society, culture and economy;
• uses a variety of pedagogical techniques that promote participatory
learning and higher-order thinking skills;
• promotes lifelong learning;
• is locally relevant and culturally appropriate;
• is based on local needs, perceptions and conditions,
but acknowledges that
fulfilling local needs often has international effects and consequences;
• engages formal, non-formal and informal education;
• accommodates the evolving nature of the concept of
sustainability;
• addresses content, taking into account context, global issues
and local
priorities;
• builds civil capacity for community-based decision-making, social
tolerance, environmental stewardship, an adaptable workforce,
and a good quality of life;
• is interdisciplinary. No single discipline can claim ESD for itself;
all disciplines can contribute to ESD.
 Conclusion
• Educatio for Sustainable Development (ESD)
n processes the need for stimulating a
interdisciplinary
emphasiz approach
holistic, to developing
integrated and the knowledge
and skills needed for a sustainable future as well as
e
changes in values, behaviour, and lifestyles.
Thank You!