Education for Sustainable Development: Trends and Practices

Abstract

This chapter analyzes the trends and practices of “Education for Sustainable Development (ESD)” mainly during UN-Decade of ESD. The concept of ESD was shared and its necessity was recognized among almost all countries around the world at the Earth Summit in Rio de Janeiro, Brazil in 1992. At the Earth Summit, the role of education was emphasized for achieving sustainable development in Chapter 36 of Agenda 21 which was launched then. Along with this trend, Japanese government proposed the “Decade of Education for Sustainable Development (DESD)” at the World Summit on Sustainable Development in Johannesburg South Africa in 2002. The proposal of DESD was adopted at UN general assembly in 2002. Pursuant to the resolution of United Nation, DESD has started around the world from 2005 to 2014. The Japanese government established the “Inter-ministerial Meeting on UN-DESD” in 2005 and decided an implementation scheme for the UN-DESD in Japan. The government also has been trying to incorporate ESD concept to reform of educational law and national curriculum. During the decade of ESD, two global networks have been taking prominent roles as the key strategies for Promoting ESD at formal and informal non-formal education sectors. One is “Regional Centres of Expertise (RCE)” launched by United Nation University in 2005, and another is “UNESCO Associated Schools Project network (ASPnet)” promoted by UNESCO since 1953. ASPnet functions at school (formal education) centered ESD along with community. On the other hand, RCE facilitates the ESD of not only schools but also non-formal and informal education sectors also collaborating with each community and region. To survey the strategies, system buildings and programs/activities of these networks gives valuable suggestions and visions for the sustainable development of ESD beyond the Decade.