Education for Sustainable Development

Extract from DFES 5 year strategy for Children and learners.

(July 2004) Chapter 3 para33.

Every school should also be an environmentally sustainable school, with a good plan for school transport that encourages walking and cycling, an active and effective recycling policy (moving from paper to electronic processes wherever possible) and a?school garden or other opportunities for children to explore the natural world. Schools must teach our children by example as well as by instruction.

National Curriculum Definition of ESD

"The school should pass on enduring values, develop pupils' integrity and autonomy and help them to be responsible and caring citizens capable of contributing to the development of a just society....It should develop their awareness and understanding of, and respect for, the environment in which they live, and secure their commitment to sustainable development at a personal, local, national and global level. It should also equip pupils as consumers to make informed judgements and independent decisions and to understand their responsibilities and rights."

The national curriculum handbook for Primary teachers in England

Education for sustainable development enables people to develop the knowledge, values and skills to participate in decisions about the way we do things individually and collectively, both locally and globally, that will improve our quality of life now without damaging the planet for the future."

(National Curriculum, 1999. Government Panel for Sustainable Development Education, 1999)

Key concepts of ESD

Interdependence

Understanding the connections and links between all aspects of our lives and those of other people and places at a local and global level. Understanding that decisions taken in one place affect what happens elsewhere.

Citizenship and stewardship

Recognising that we have rights and responsibilities to participate in decision-making, and that everyone should have a say in what happens in the future.

Needs and rights of future generations

Learning how we can lead lives that consider the rights and needs of others. Understanding that what we do now has implications for what life will be like in the future.

Diversity

Understanding the importance and value of diversity in our lives culturally, socially, economically and biologically. Understanding that all our lives are impoverished without this.

Quality of life

Recognising that for any development to be sustainable it must benefit people in an equitable way. It is about improving everybody's lives.

Sustainable change

Understanding that there is a limit to the way in which the world, particularly the richer countries, can develop. Understanding that the consequences of unmanaged and unsustainable growth are increased poverty and hardship, and the degradation of the environment to the disadvantage of all.

Uncertainty and precaution

Realising that as we are learning all the time and our actions may have unforeseen consequences, we should adopt a cautious approach to the welfare of the planet.