EDUCATION FOR SUSTAINABILITY

1 E D U C AT I O N F O R S U S TA I N A B I L I T Y. T H E R O L E O F E D U C AT I O N. IN ENGAGING AND EQUIPPING. PEOPLE FOR CHANGE. w h at i s s u s ta i n a b i l i t y ? A decade into the There are many definitions of Some insights that help us to SUSTAINABILITY , which are influenced engage more effectively with twenty-first century, the by people's values and culture. change for SUSTAINABILITY include: world faces substantial, The best known of these is the There is no proven recipe for UN definition of sustainable complex and interlinked development, now commonly success. SUSTAINABILITY is an ongoing learning-by-doing development and lifestyle referred to as the Brundtland process that actively involves definition, which states: challenges and problems. stakeholders in undertaking Sustainable development is change. The challenges arise development that meets the Many of our current practices from values that have needs of the present without can be destructive.

2 To achieve created unsustainable compromising the ability of SUSTAINABILITY , we need to future generations to meet societies We need a their own challenge the way we think by questioning and reflecting upon shared commitment to The Australian Government has current activities and decisions, EDUCATION that empowers adapted the Brundtland ideals and considering the need for and objectives to local conditions, new ways of acting. people for change. Such to shape its approach to using We need to change our EDUCATION should be of EDUCATION and learning as tools behaviour in order to avoid for change towards SUSTAINABILITY . a quality that provides In Australia, we generally use the environmental and socio- economic problems, rather the values, knowledge, term EDUCATION for SUSTAINABILITY , than being reactive by acting rather than EDUCATION for skills and competencies Sustainable Development. on symptoms. for sustainable living and participation in society.

3 Bonn Declaration, UNESCO World Conference on EDUCATION for Sustainable Development, Bonn, Germany, April 20091. 1. U nited N ations D ecade of E ducation for S ustainable D e v elopment The United Nations has declared that will create a more sustainable the decade from 2005 to 2014, future in terms of environmental the Decade of EDUCATION for integrity, economic viability, and Sustainable Development. The a just society for present and founding value of EDUCATION for future Sustainable Development (ESD) is Through EDUCATION and lifelong respect: respect for others, both learning, we can achieve lifestyles present and future generations; and based on economic and social respect for the planet and what it justice, food security, ecological provides to us ( resources, fauna integrity, sustainable livelihoods, and flora). ESD challenges us all to respect for all life forms, and strong adopt new behaviours and practices values that foster social cohesion, to secure our future.

4 Democracy and collective EDUCATION has been recognised Australia's approach to the Decade internationally as fundamentally is set out in Caring for Our Future, important to addressing the critical the Australian Government Strategy global challenges we all face. for the UN The United Nations Decade The UN DESD reorients Priority actions are identified in of EDUCATION for Sustainable Development (UN DESD) is Living Sustainably, the Australian traditional educational Government's national Action Plan a complex and far-reaching approaches towards: for EDUCATION for undertaking. The environmental, social, cultural and economic Through information and i nterdisciplinary and implications are enormous and awareness, but more importantly holistic learning touch many aspects of life of the by building people's capacity to values-based learning world's population. The overall innovate and implement solutions, critically reflective thinking goal of the DESD is to integrate the EDUCATION for SUSTAINABILITY is multi-method approaches principles, values, and practices essential to re-orienting the way such as word, art, drama of sustainable development into we live and work, and to Australia and debate all aspects of EDUCATION and becoming a sustainable society.

5 Participatory decision-making learning. This educational effort will locally relevant information. encourage changes in behaviour 2. W h at i s E d u c at i o n f o r S u s ta i n a b i l i t y ? We must reconsider Creating a sustainable community full environmental, social and requires that individuals and economic implications. our tools, methods organisations have the knowledge, EDUCATION for SUSTAINABILITY and approaches, our skills, values, capacity and facilitates change by: politics and economics, motivation to respond to the complex SUSTAINABILITY issues they working in conjunction with our relationships and encounter in their personal and and complementing other partnerships, and the very working lives. approaches foundations and purpose EDUCATION for SUSTAINABILITY building capacity in individuals of EDUCATION and how it in Australia has evolved over and organisations for the past 30 years. Since the transformational change relates to the lives we lead first environmental EDUCATION fostering new knowledge [EfS] encourages a shift conference in Australia in 1970, the focus has shifted from fostering new behaviours, from viewing EDUCATION knowledge of natural ecosystems systems and practices as a delivery mechanism and the threats posed to them emphasising creative, critical to a lifelong, holistic and by overuse and depletion of and innovative approaches.

6 Resources to equipping all inclusive process. people with the knowledge, skills The 4th International Conference on Environmental EDUCATION , and understanding necessary to The Ahmedabad Declaration 2007: make decisions based upon their A Call to Action, 28 November Components of Develops the ability to Builds a shared vision EDUCATION for SUSTAINABILITY participate in change. amongst a diverse range Provides a new perspective. of stakeholders. Envisioning a better future Promotes alternative Motivates and adds establishes a link between ways of thinking. value to initiatives. long term goals and immediate Participation goes beyond Systemic thinking recognises actions, and motivates people consultation, involving people that the whole is more than the to action by harnessing their in joint analysis, planning, and sum of its parts, and is a better deep aspirations. control of local decisions. way to understand and manage Identifies relevance and complex situations.

7 Puts decision-making and meaning for different people. responsibility for outcomes in Identifies connections Explores how to achieve the hands of the participants. and relationships. change. Creates a greater sense Shifts thinking from Offers direction and of ownership and things' to processes'. energy to take action. commitment to action. Integrates decision-making Results in ownership of Builds capacity for self- and adaptive management visions, processes and reliance and self-organisation. techniques. outcomes. Empowers individuals to Critical thinking and reflection take action. challenges us to examine Partnerships for change . and question the underlying strengthens ownership and assumptions that shape commitment to SUSTAINABILITY our world, knowledge and actions through formal and opinions by looking beneath informal opportunities for the symptoms of unsustainable learning. practice. 3. A learning-for- SUSTAINABILITY We also need to mainstream approach moves away from being SUSTAINABILITY approaches within constrained by doom and gloom' EDUCATION , training and capacity scenarios towards futures-oriented building activities.

8 Thinking that motivates for action. EDUCATION for SUSTAINABILITY goes It advocates questioning and beyond providing information reflection on our actions and about the environment. It is seen decisions, in order to re-think and as a process which motivates re-design our activities. and engages people in creating To help Australians achieve sustainable futures. It is not only a environmental and quality-of- process which builds competence life outcomes, and contribute as but also a change strategy which will responsible global citizens, it is assist people and organisations to important that we incorporate move towards SUSTAINABILITY . learning-based approaches to change within environmental and SUSTAINABILITY initiatives. ducation for E. SUSTAINABILITY promotes7: Understanding by going beyond awareness raising to address the underlying issues causing the unsustainable practices. Values clarification by creating a sense of personal relevance in, and connection to, change for SUSTAINABILITY .

9 People as the key by promoting capacity-building opportunities that harness the ability of individuals to change to act as agents of change. Systemic change by helping learners develop skills that influence change within a system, organisation or wider society. Integration and EfS considers that integration, transformation and innovation are needed to innovation change organisational and individual behaviour. Alternative futures by using positive methods such as futures thinking to create alternatives to the current situation that lead to action plans for change. Reflection, negotiation by challenging the role of the educator as the conveyor of information. By and participation encouraging a collaborative learning process using critical reflection, negotiating ideas and building trust, EfS builds the capacity of the learner with life skills for SUSTAINABILITY . 4. W hat has E ducation for S ustainability achie v ed ? EDUCATION for The Australian Sustainable engaging a range of stakeholders SUSTAINABILITY Initiatives Schools Initiative (AuSSI) to develop their understanding of SUSTAINABILITY and accelerate Nationally, EDUCATION for This is a partnership of the change to achieve tangible SUSTAINABILITY approaches have Australian Government, states and SUSTAINABILITY outcomes.

10 Been used in many areas, from territories that seeks to support industry to community-based schools and their communities Business schools, in collaboration programs directed at change to become sustainable. AuSSI with the corporations, for SUSTAINABILITY . The following provides a framework for EDUCATION mainstreamed subject content examples highlight the penetration for SUSTAINABILITY activities in about SUSTAINABILITY and experiential of EDUCATION for SUSTAINABILITY schools and complements existing learning processes into their core across diverse sectors of society. programs. It gives effect to the and elective courses. Some even The success of each initiative came concepts and actions identified in introduced new degree programs from applying the core EDUCATION Educating for a Sustainable Future: in SUSTAINABILITY . They also created for SUSTAINABILITY skills: taking a A national Environmental EDUCATION opportunities for students to holistic view of the current situation; Statement for Australian undertake practical SUSTAINABILITY challenging the assumptions that projects with corporate partners.