Presentation on theme: "1 The United Nations Decade of Education for Sustainable Development (2005 – 2014) The United Nations Decade of Education for Sustainable Development (2005."— Presentation transcript:
1 The United Nations Decade of Education for Sustainable Development (2005 – 2014) The United Nations Decade of Education for Sustainable Development (2005 – 2014) __________
2 Education - in all its forms and at all levels - is not only an end in itself but is also one of the most powerful instruments we have for bringing about the changes required to achieve sustainable development. Koïchiro Matsuura, Director-General of UNESCO
3 Why education for sustainable development? If we could turn the population of the earth into a small community of 100 people, keeping the same proportions we have today, there would be: 61 Asians, 12 Europeans, 14 Americans, 13 Africans, 1 Australian 50 women, 50 men 33 Christians, 18 Muslims, 16 Hindus, 6 Buddhists, 11 practising other religions, and 16 are non- religious
4 6 people own 59% of the entire wealth of the community 17 females and 8 males live in abject poverty 70 % of the work of the village would be done by women but they would only be paid 10 % of the villages revenue 70 are illiterate, only 1 person has a university degree Of the 23 children aged 5-14 years, 6 are working, 3 of them working full-time and receiving no education And this miniature earth is marked by, for example: deforestation, half of the worlds forests destroyed difficult access to safe drinking water many indigenous languages threatened by extinction Why education for sustainable development?
5 This perspective – the miniature earth – reveals the needs for change and for education to face the challenges of our century, and meet the objectives of sustainability.
6 Why education for sustainable development? HISTORICAL BACKGROUND : Emergence, then definition of concept of sustainable development 1992: Rio Earth World Summit UNESCO received the responsibility for implementing the Agenda 21s Chapter 35, Science for sustainable development, and Chapter 36, Promoting education, public awareness and training.
7 Why education for sustainable development? HISTORICAL BACKGROUND (2) December 2002: resolution 57/254 of the General Assembly of the United Nations - proclaims the UN Decade of Education for Sustainable Development, designates UNESCO as the lead agency for the promotion of the Decade
8 3 pillars of Sustainable Development Social perspectives Environmental perspectives Economic perspectives With culture as an underlying dimension
9 What is education for sustainable development? A new vision of education An education empowering people to commit themselves to sustainability An education for democracy An education at all levels of education systems, using all modalities, and in all social contexts The practice of values
10 Respect for: dignity and human rights of all people rights of future generations and inter- generational responsibility the greater community of life (eco-systems) cultural diversity and a commitment to build peace
11 Which vision of education for sustainable development ? 4 main thrusts Promoting and improving basic education Reorienting educational programs Building public understanding and awareness Providing practical training
12 What are the key education initiatives? Millenium Development Goals, MDGs Education for All, EFA United Nations Literacy Decade, UNLD United Nations Decade of Education for Sustainable Development, DESD
13 Commonalities among initiatives Four initiatives with: A common vision: Education is an important key to development A common wiil: to promote human rights A common requirement : to enhance full participation of all stakeholders
14 Complementarity of the initiatives Four initiatives, four specificities: MDGs, to reduce poverty in its many aspects EFA, to provide access to quality education for all children and adults UNLD, to contribute to meeting the objectives of EFA and DESD. Education for sustainable development – to give the quality dimension in all education a particular orientation
15 Quality ESD - learner level Seeks out learners Acknowledges what learner brings Considers content of formal,non-formal and informal learning Addresses educational processes Provides conducive learning environment
16 Quality ESD - system level Structures management and administration to support learning Implements good policies Enacts appropriate legislation Restructures resources for learning Measures learning outcomes - knowledge, skills, values, behaviours
17 Our biggest challenge in this new century is to take an idea that seems abstract – sustainable development – and turn it into a reality fo all the worlds people. Kofi Annan Secretary-General of the United Nations Our biggest challenge in this new century is to take an idea that seems abstract – sustainable development – and turn it into a reality fo all the worlds people. Kofi Annan Secretary-General of the United Nations