Education for Sustainable Development
The United Nations were alarmed by environmental, social and human development problems and got a lot of conferences and summits on how to cope with the situations. Many proposals and agendas were made for attaining sustainable development globally but it didn’t attain its success for it has been focused on political agenda and education was not reflected in the strategies on achieving sustainable development. It was in 1992 Earth Summit that they found out that education itself among citizens were lacking for the success of sustainable development. Education was the missing link and the Philippine Agenda 21 (PA 21) is the country’s response to fulfill its commitments in the 1992 Earth Summit in Brazil. The government and key sectors of society agreed to implement an action agenda for sustainable development
Sustainable Development is defined as “development that meets the needs of the present without compromising the ability of future generation to meet their own needs” by the Brundland Commission. Its advocacy is relevant in the Philippine context for it’s about a high quality of life that is ecologically sustainable. Education for sustainable Development has relevance in the Philippine context for our laws, acts, policies and government programs have relations on the proposed agendas in the UN. The PA 21 re-orients education towards sustainable development and it’s implemented in both formal and non-formal basic education and deals with the issues on educating for Sustainable Human Development. Unsustainable development is driven by a range of interactive political, economic, cultural, environmental and global forces
The image of society that guides Philippine Agenda 21 characterizes a significant number of modern societies today, some of which recognize that the key actors in any critical and principled partnership or conflict regarding sustainable development are the government, business, and civil society. To humanize development, there must be interplay
Sustainable Development is defined as “development that meets the needs of the present without compromising the ability of future generation to meet their own needs” by the Brundland Commission. Its advocacy is relevant in the Philippine context for it’s about a high quality of life that is ecologically sustainable. Education for sustainable Development has relevance in the Philippine context for our laws, acts, policies and government programs have relations on the proposed agendas in the UN. The PA 21 re-orients education towards sustainable development and it’s implemented in both formal and non-formal basic education and deals with the issues on educating for Sustainable Human Development. Unsustainable development is driven by a range of interactive political, economic, cultural, environmental and global forces
The image of society that guides Philippine Agenda 21 characterizes a significant number of modern societies today, some of which recognize that the key actors in any critical and principled partnership or conflict regarding sustainable development are the government, business, and civil society. To humanize development, there must be interplay
References: http://www.edu.gov.mb.ca/k12/esd/characteristics.html http://www.desd.org/About%20ESD.htm http://www.esdtoolkit.org/discussion/default.htm http://www.psdn.org.ph/agenda21/unity.htm