Commission Allemande pour l’UNESCO Proceedings · 31 March – 2 April 2009 Bonn, Germany Proceedings in cooperation with Deutsche UNESCO-Kommission e.V. German Commission for UNESCO

31 March – 2 April 2009

Bonn, Germany

Proceedings

in cooperation with

Deutsche UNESCO-Kommission e.V.

German Commission for UNESCO

Commission Allemande pour l’UNESCO

UNESCO World Conferenceon Education for SustainableDevelopment

www.esd-world-conference-2009.org

http://www.esd-world-conference-2009.org

The authors are responsible for the choiceand presentation of the facts contained inthis document and for the opinions ex-pressed therein, which are not necessarilythose of UNESCO, the German FederalMinistry of Education or the German Com-mission for UNESCO and do not committhe publishers. The designations employedand the presentation of the materialthroughout this document do not imply theexpression of any opinion whatsoever onthe part of UNESCO, the German FederalMinistry of Education or the German Com-mission for UNESCO concerning the legalstatus of any country, territory, city or areaor of its authorities, or concerning thedelimitation of its frontiers or boundaries.

The organizers of the UNESCO WorldConference on Education for SustainableDevelopment would like to sincerely thankeveryone who contributed to the Confer-ence in Bonn and to these proceedings.

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Partners

The World Conference was supported by several in-stitutions. The following institutions kindly providedrooms for the Conference workshops:

• Deutsche Post

• Deutsche Welle

• German Federal Ministry for Economic Coopera-tion and Development

• German Federal Network Agency

• Press and Information Office of the GermanFederal Government

• UNESCO-UNEVOC International Centre for Techni-cal and Vocational Education and Training (sup-ported by the Common Information Space of theUN Organizations in Bonn)

The organizers thank the Libyan Arab Jamahiriya forkindly sponsoring interpretation in Arabic for the ple-nary sessions during the three days of the Conferenceand China for kindly sponsoring interpretation inChinese for the plenary sessions on the first day of theConference.

Partners

Project-based Workshops were supported by theFederal Foundation for the Environment (DBU).

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The farewell event on 2 April 2009 was supportedby the Foundation for International Dialogue of theSavings Bank in Bonn.

Media Partner of the World Conference

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Proceedings

UNESCO World Conferenceon Education for SustainableDevelopment

31 March – 2 April 2009, Bonn, Germany

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Forewords

UNESCO World Conference on Education for Sustainable Development31 March – 2 April 2009, Bonn, Germany

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Foreword byKoïchiro Matsuura,Director-General ofUNESCO

The UNESCO World Conference onEducation for Sustainable Developmentheld in Bonn, Germany, from 31 Marchto 2 April 2009 has been widely ac-knowledged to have been a great suc-cess. Let me take the opportunity of thisforeword to express once againUNESCO’s gratitude to the GermanGovernment for having so generouslyhosted and co-organized the Bonn Con-ference, which marked the mid-termreview point of the UN Decade of Edu-cation for Sustainable Development(DESD, 2005-2014).

The Bonn Conference attracted a rich di-versity of stakeholders who came fromdifferent continents and countries andfrom a range of professional and insti-tutional backgrounds to exchange theirviews on Education for Sustainable De-velopment (ESD) and discuss key prior-ities and strategies for the second half ofthe DESD. The presence of some 50Ministers and Deputy-Ministers of Edu-cation at the High-level Segment gavefurther evidence of the commitment ofMember States to ESD, their renewedengagement with the Decade, and theexpectations they place on UNESCO tochampion ESD’s key role of providingappropriate educational responses toaddress today’s global challenges.

An important moment in the Conferencewas certainly the adoption by consen-sus of the Bonn Declaration in the clos-ing plenary. Taking stock of the expe-rience and knowledge gained in the firstyears of the DESD, the Bonn Declarationrecognizes that “we now need to putthis knowledge into action” and pro-ceeds to identify concrete steps to betaken. These steps emphasize the rele-vance of the Decade to the serious chal-lenges faced by humanity in the 21stcentury, from global climate change andenvironmental degradation to extremepoverty, food insecurity and health epi-demics.

The momentum created by the BonnConference gives us a fresh energy anda unique opportunity to further worktogether in order to promote qualityeducation that enables sustainable de-velopment to become a reality for all.I call upon everyone involved in educa-tion, at all levels and in all settings, tomake ESD an integral part of their visionand practice.

©UNESCO

Koïchiro Matsuura

Koïchiro MatsuuraDirector-General of UNESCO


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Annette Schavan

©BMBF

Foreword byAnnette Schavan,German Federal Ministerof Education and Research

Over 900 participants from across theworld came to Bonn from 31 March to 2April 2009 to attend the UNESCO WorldConference on “Education for Sustain-able Development – Moving into theSecond Half of the UN Decade of Edu-cation for Sustainable Development”.The outcomes of the exchange and jointwork at the Conference are most crucialfor the forthcoming years of the Decade.

As the current Millennium Developmentreport from the United Nations shows,the world economic and food crisis hasslowed and even reversed the progressachieved in the fight against poverty andfamine. This year, a further 90 millionpeople are at risk of being driven intoextreme poverty. With decisive politicalwill and combined efforts, the goals canstill be met by 2015, as originallyplanned.

This is why we need to invest more ineducation. Education is key to progressand development. Education must be apriority, worldwide. We need commit-ment to sustainability in all fields of oureducation system. For that reason, weneed to strengthen the exchange be-tween the States involved and makebest practice examples more visible. Wewant to learn from one another. Wewant to act together.

Annette SchavanGerman Federal Minister of Educationand Research


Table of Contents


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Foreword by Koïchiro Matsuura,Director-General of UNESCO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Foreword by Annette Schavan,German Federal Minister of Educationand Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Opening Plenary Speeches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Welcome by Koïchiro Matsuura,Director-General of UNESCO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Welcome by Annette Schavan,German Federal Minister of Education and Research . . . . . . . . . . . 16

Keynote Address by Her MajestyQueen Rania Al Abdullah of Jordan . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Keynote Address by Graça Machel . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Address by the Young ESD Voices fromAround the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

High-level Segment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Plenary Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Workshop Synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Workshop Cluster I: Relevance of ESD for Key SustainableDevelopment ChallengesWorkshop 1: Education for Water Sustainability:

Where Decades Meet . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Workshop 2: Strengthening the Educational Response to

Climate Change Internationally . . . . . . . . . . . . . . . . . . . 48Workshop 3: Advancing Sustainable Lifestyles and

Responsible Consumption through ESD . . . . . . . . . . . . 50Workshop 4: ESD and Disaster Risk Reduction:

Building Disaster-Resilient Societies . . . . . . . . . . . . . . . 53Workshop 5: Educating for Food Security:

the Contribution of ESD . . . . . . . . . . . . . . . . . . . . . . . . . 56Workshop 6: AIDS, Health and Education for

Sustainable Development . . . . . . . . . . . . . . . . . . . . . . . . 57


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Workshop 7: Mainstreaming Biodiversity intoEducation and Learning . . . . . . . . . . . . . . . . . . . . . . . . . 59

Workshop 8: The Economic Pillar of SustainableDevelopment: Educational Approaches. . . . . . . . . . . . . 60

Workshop Cluster II: Building Partnerships for ESD . . . . . . . . . . . . 63Workshop 9: UNESCO Biosphere Reserves as Learning

Sites for Integrating Local and GlobalSustainability Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Workshop 10: The Role of the Private Sector in ESD . . . . . . . . . . . . . . 66Workshop 11: Media as Partners for ESD . . . . . . . . . . . . . . . . . . . . . . . 68Workshop 12: ESD in North-South-South & South-South

Partnerships and Development Cooperation . . . . . . . . 71

Workshop Cluster III: Capacity-Development for ESD . . . . . . . . . . . 75Workshop 13: Global Responsibilities and Local Realities to

foster ESD through Institutional Frameworks . . . . . . . . 76Workshop 14: The Role of Civil Society in ESD. . . . . . . . . . . . . . . . . . . 78Workshop 15: From the Margins into the Centre:

Establishing ESD in Education Plans and Curricula . . . 79Workshop 16: Teacher Education to Address Sustainability . . . . . . . . 80Workshop 17: Monitoring and Evaluation of ESD. . . . . . . . . . . . . . . . . 82

Workshop Cluster IV: ESD and the Teaching-Learning Process. . . 85Workshop 18: EFA and ESD Dialogue: Creating Synergies and

Linkages for Educating for a Sustainable World . . . . . . 86Workshop 19: Better Schools at Pre-school, Primary and

Secondary Levels through ESD . . . . . . . . . . . . . . . . . . . 89Workshop 20: The Role of Higher Education and

Research in ESD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Workshop 21: ESD and Lifelong Learning . . . . . . . . . . . . . . . . . . . . . . . 93Workshop 22: ESD and TVET – Developing Skills and Labour

Force Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Project-based Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

ESD Projects Exhibition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Special Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

International Advisory Group / Task Force . . . . . . . . . . . . . . . . . 116

Bonn Declaration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

CD-Rom with Conference Documents



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As the United Nations Decade of Education forSustainable Development (DESD) approached its mid-point, the “UNESCO World Conference on Educationfor Sustainable Development – Moving into theSecond Half of the UN Decade” was held from31 March to 2 April 2009 in Bonn, Germany. It broughttogether 900 participants from 147 countries, amongthem 49 Ministers and Deputy-Ministers. Participantsincluded representatives of UNESCO Member States,

1. Highlight the essential contribution of Edu-cation for Sustainable Development (ESD) toall of education and to achieving qualityeducationWhy is ESD relevant?

ESD, which is relevant to all types, levels and settingsof education, is an approach to teaching and learningbased on the ideals and principles that underlie sus-tainability. Since ESD engages with such key issues ashuman rights, poverty reduction, sustainable liveli-hoods, climate change, gender equality, corporatesocial responsibility and protection of indigenous cul-tures in an integral way, it constitutes a comprehen-sive approach to quality education and learning. Bydealing with the problems faced by humanity in aglobalized world, ESD will shape the purposes andcontent of all education in the period ahead – ESD is,indeed, education for the future.

2. Promote international exchange on ESDWhat can we learn from each other?

All sustainable development programmes, includingESD, must consider the three spheres of sustainabili-ty – environment, society and economy, with cultureas an underlying dimension. As ESD addresses the lo-cal contexts of sustainability, it will take many formsaround the world. The sharing of best practices anddifferent experiences and perspectives is vital for iden-tifying key needs and for designing viable approachesto ESD.

The UNESCO World Conference on Education forSustainable Development pursued four mainobjectives, which were to:

Executive Summary

UN agencies, civil society organizations, educationinstitutions, youth, and the private sector, as well asindividual experts. The Conference was organized byUNESCO and the German Federal Ministry of Educa-tion and Research, in cooperation with the GermanCommission for UNESCO. The programme was de-veloped in consultation with an international advisorygroup.

3. Carry out a stock-taking of DESD implemen-tationWhat have we achieved so far, what are the les-sons learnt?

Four years into the Decade, it is time for UNESCO,Member States and other key stakeholders to takestock of the successes and challenges emerging fromthe implementation of ESD so far. The empirical re-sults as well as the global and regional reports fromthe first Monitoring and Evaluation exercise – dealingwith structures and contexts of work on ESD – provideinsight into the developments since the launch of theDecade. On this basis, it is crucial to draw some les-sons in order to strengthen and prioritise efforts andachieve greater success during the remaining years ofthe Decade.

4. Develop strategies for the way aheadWhere do we want to go from here?

It is important that the analysis of implementation todate and the identification of past and emerging chal-lenges and opportunities lead to the development ofnew strategies for the second half of the Decade.These include, among others, the further integrationof ESD in educational policies, plans and programmes;the mobilization of more resources for ESD; the es-tablishment of effective partnerships (especiallythrough North-South and South-South cooperation);and the inclusion of stakeholders not involved in im-plementing the Decade to date. Emerging sustainable


Executive Summary

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development issues and the educational responsesto them were discussed in this context.

In theOpening Session, Graça Machel, former Min-ister of Education and Culture in Mozambique, set thetone for the Conference by reminding participants inher inspirational speech of the need to keep thepromises made in Jomtien and Dakar regardingeducation for all (EFA) and sustainable human devel-opment. Her Majesty Queen Rania Al Abdullah ofJordan contributed with a video message.

Subsequent Plenary Sessions provided opportu-nities for all participants to be introduced to and dis-cuss issues of central importance to the Decade. Oneplenary session was focused on the DESD Monitor-ing and Evaluation process, with a presentation of thekey findings of UNESCO’s draft global report on thecontext and structures of ESD, as well as regionalperspectives. In the final plenary session, participantsadopted the Bonn Declaration by consensus.

In a High-level Segment, 49 Ministers and Deputy-Ministers of Education as well as heads of UN agen-cies discussed achievements and the way aheadregarding the implementation of the DESD, and con-sidered ESD’s contribution to quality education.Ministers stressed that Education for SustainableDevelopment is one of the key drivers towards sus-tainability, the need to accelerate actions in the sec-ond half of the Decade, and the urgency of movingtowards more sustainable practices.

Twenty-two workshops, coordinated by a widerange of stakeholders from civil society, governments,and UN agencies, addressed specific thematic andstrategic issues with regard to ESD. They weregrouped along four thematic clusters: relevance ofESD for key sustainable development challenges;building partnerships to promote ESD; capacitydevelopment for ESD; and ESD and the teaching-learning process.

Project-based workshopswere held in and aroundBonn, and provided participants with the opportuni-ty to exchange views on best practices with theorganizers of local ESD projects in the region andwith one another. The off-site project-based work-shops complemented the conference programme byproviding ‘hands-on’ experiences of ESD.

An ESD Projects Exhibition at the Conferencevenue presented 25 concrete good practice projectsselected from all over the world and representing dif-

ferent ESD approaches and stakeholders. Five projectsper world region were on display.

Nine Special Events, organized by a broad range ofinstitutions, took place during the Conference. Topicsof special events were closely linked to the four con-ference objectives and had a global or regional focus.

The day before the World Conference, the workshopYoung ESD Voices from around the Worldbrought together 25 young people from different partsof the world who are highly committed to ESD. Work-shop participants discussed ESD in their respectivecountries and looked at what should be the mainemphases for the second half of the Decade, as wellas what their joint and individual projects towards im-plementing the DESD in its second half should be.Workshop results were presented at the OpeningPlenary of the Conference.

The Bonn Declaration, drafted through a transpar-ent, inclusive and participatory approach and adoptedby consensus in the closing plenary, reflects the dis-cussions held during the Conference and providesstrategic orientation for the second half of the Decade.It emphasises the importance of Education for Sus-tainable Development in the current world situation. Itcalls for making a compact with the global DESDmovement aimed at improving knowledge, skills andcompetencies and strengthening values and attitudesoriented towards a transition to a more just, fair andviable world. In particular, in light of the presentcontext of financial and economic crises and globalchallenges like climate change, it places emphasis onseveral key areas, which include: reinforcing the edu-cational response to sustainable development chal-lenges; developing and building capacities for adapt-ing to change; sharing knowledge and experiences;and reinforcing synergies between different educationand development initiatives. It calls upon MemberStates and UNESCO to expand their activities in ESD.




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During the opening plenary, Koïchiro Matsuura, Director-General ofUNESCO, and Annette Schavan, German Federal Minister of Education andResearch, welcomed the participants. Keynote presentations weredelivered by Her Majesty Queen Rania Al Abdullah of Jordan (via video)and Graça Machel, former Minister of Education and Culture of Mozam-bique. A speech was held by representatives of the Young ESD Voices.

Opening PlenarySpeeches



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Welcome by Koïchiro MatsuuraDirector-General of UNESCOdelivered by Nicholas Burnett, Assistant Director-General for

Education, UNESCO

Federal Minister of Education andResearch of Germany,Honourable President of the StandingConference of the Ministers of Educa-tion and Culture of the German Länder,Ms Graca Machel,Ministers,Heads of Delegation,Ladies and Gentlemen,

It is a great pleasure and honour for meto open this mid-term review conferencefor the UN Decade of Education for Sus-tainable Development. I warmly thankthe Government of Germany for its gen-erosity in hosting this World Conferenceand providing such a splendid venue inBonn. My particular thanks to MinisterSchavan for all of her efforts to ensurethe success of this important event.

We are deeply honoured by the pres-ence of Ms Graça Machel, an outstand-ing woman of Africa who has stood upfor the rights and needs of childreneverywhere. We are very much lookingforward to your keynote presentationand to the distinctive perspective youbring to the themes of this conference.

I also look forward to the remarks ofQueen Rania of Jordan who, for reasonsbeyond her control, is unable to join usin person this morning. I know she isgreatly disappointed not to be here inBonn, but through the video that will beshown, I am sure that her thoughts onthe global picture of education will beinspiring to us all.

Let me take this opportunity to welcomeall of you: namely, the over 900 partici-pants who have come to this conferencefrom all regions, all sectors and all con-stituencies of the Decade. Among youare some fifty ministers or deputy min-isters of education and representativesof more than 100 countries. This is aclear sign that the theme of this confer-ence – education for sustainable devel-opment (ESD) – is rising higher onnational agendas. I am confident that,with your participation and engage-ment, this World Conference will be a re-al milestone not only within the Decadebut also for the success of ESD in thelonger term.

This World Conference is, of course,highly important in its own right. But it isalso part of a series of major interna-tional education events that UNESCO isholding in 2008-2009 focused – beyondESD – on inclusive education, basiceducation for all, adult learning, andhigher education.

This conference cycle aims to encouragea dynamic and far-reaching reflection onthe transformative power of education.It also seeks to engage policy-makers,researchers, practitioners and a range ofinstitutions in re-orienting educationsystems – from pre-school to adultlearning, in formal and non-formal set-tings – in ways that promote equity, in-novation and sustainable development.

Nicholas Burnett


Opening Plenary Speeches

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Excellencies, Ladies and Gentlemen,In a world trying to come to grips with amajor financial and economic crisis,with environmental degradation and cli-mate change, with social tensions andconflict, there is growing global consen-sus that the international communitymust unite to prepare for a bettercommon future. This consensus wasanticipated by the decision of the UNGeneral Assembly to create a Decade ofEducation for Sustainable Development(DESD), running from 2005 to 2014, inrecognition of the critical role that edu-cation plays in development.

But it is not just any kind of education. Itis about learning for change and aboutlearning to change. In particular, it isabout the content and processes of edu-cation that will help us to learn to livetogether sustainably. If education sys-tems are characterized by inequality,discrimination and exclusion, they riskperpetuating or even deepening the so-cial and economic disparities that exist.That is why ESD aims to encourage ashift towards more inclusive educationsystems, grounded in a respect fordiversity and a recognition of interde-pendence – both with each other and theenvironment in which we live. ESD isbased on the belief that everyone hasthe right to learn, the capacity to con-tribute and the commitment to ensurethat others share in the benefits of de-velopment. This belief is also at theheart of the Education for All goals andindeed the entire Millennium Develop-ment agenda.

The strategies UNESCO is putting inplace, as global coordinator of the EFAmovement and of the DESD, are aimedat linking quality education for all withthe ultimate goal of sustainable devel-opment in each and every country. Yet,this goal is under tremendous pressure.There is a widespread sense that time isrunning out, that key decisions arebeing deferred and delayed, and thatpublic opinion remains poorly informedabout what is at stake.

All of us – individuals, organizations,Governments – have difficult choices tomake. ESD is a way to make those choic-es better informed, more attuned to theurgency of the problems we face, andmore aligned with the core human val-ues that bind us together. And let usnever forget that our choices today arenot just for ourselves but also for thefuture – in other words, for our children,our grandchildren and their descen-dants. In a sense, of course, we nolonger have a choice. The principles,values and practices of sustainabledevelopment must find their place inchildren’s schooling, higher education,community-based learning activitiesand workplace training programmes. Ifthe aim of ESD is to provide us with theknowledge, skills and competences toaddress the problems that we face in the21st century, then ESD is not an optionbut an imperative.

To be relevant and up-to-date, ESDmustengage seriously with today’s issuesand challenges. Take the case of climatechange, which as you know will be thesubject of a major UN conference inCopenhagen in December 2009. Whileclimate change is not the only environ-mental threat to the sustainability of theplanet, it is a priority for policy-makersand the general public alike because itwill affect all of us. Education for andabout climate change is a significant as-pect of ESD; and the ESD perspective –with its emphasis on the economic, thesocial and the cultural as well as theenvironmental dimensions – can be es-pecially helpful in shaping our response.With support from the Government ofDenmark, UNESCOwill be organizing aninternational seminar on climate changeeducation in Paris in late July. Thismeeting will learn from the discussionshere in Bonn and will provide a valuableeducational perspective for the Copen-hagen conference in December.



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Excellencies, Ladies and Gentlemen,We are gathered here in Bonn to reflecton how we can move forward the ESDagenda. In this regard, it is vital that webuild on the lessons of experience. TheDESD Global Monitoring and EvaluationFramework was put in place to assessthe implementation of the Decade. Thisweek we are making available the latestdraft of the global report on DESD im-plementation, which focuses on thestructures and mechanisms put intoplace to advance all of our work on ESDat global, regional and national levels.In addition, in the lead-up to Bonn, anumber of meetings took place – in Bor-deaux, Gothenburg, Nairobi and Tokyo– whose outcomes will likewise feedinto our discussions.

Let me highlight three of the lessons orfindings that I find particularly valuable.First, there is the importance of partner-ship. No single body – not UNESCO, notthe whole UN system – can do ESD on itsown. Closely linked to the idea of sus-tainability is the concept of inter-depen-dence, which demands that we work to-gether to overcome shared problems.We must act quickly and that means wemust partner together quickly too. Wesometimes talk loosely of ‘multi-stake-holder partnerships’ but ESD is one ofthose areas where such partnerships areessential. We know that, together, we canactually do something in and througheducation in order to create a safer andmore sustainable world. UNESCO hasalways emphasized the important rolecivil society has to play in mobilizing en-thusiasm and commitment for ESD, andappreciates the valuable contribution ofthe Earth Charter initiative.

Second, there is the key role of teachersand educators, who are the cornerstoneof effective ESD programmes. There areover 60 million teachers in the worldtoday and countless numbers of non-formal educators. They work at the‘local’ level but are called upon to dealwith ‘global’ issues. To make educationrelevant and real to learners, they mustdraw upon local inputs, contexts andvalues. Hence, we need to remember

that teachers are individuals, part of ed-ucational and learning institutions, partof a community, and part of a society,and that they need to be supported intheir work.

Third, it is vital to understand that theESD approach is not limited to particu-lar topics or even curriculum content ingeneral, but offers a larger vision ofwhat are the purpose and objectives ofeducation, what is the relevance of edu-cation, what is the environment withinwhich learning takes place, what kindsof values and principles are impartedand what types of skills, competences,behaviours and attitudes are generated.ESD has something important to say toall of these considerations, which coa-lesce around the question of quality.

We recognize that the ‘education’ in ESDis not just formal schooling but em-braces a wide range of learning experi-ences and programmes. The focus onbasic education and literacy in theorientation of the Decade is important.Yet ESDmust also inform secondary ed-ucation, technical and vocational train-ing, and higher education, and a widerange of other modalities of learningthat may be labelled as non-formal edu-cation, professional development andtraining.

We believe that such an inclusive ap-proach serves as a stimulus to improv-ing the quality of education. That is:

· an education that is relevant to the keychallenges of living in the twenty-firstcentury;· an education that empowers people toexercise their rights while also builds astronger sense of responsibility;· an education that ensures that a personis educated to think critically, to solveproblems, to work in teams, to be ana-lytical, to be confident about facingsituations of ambiguity and difficulty inthe workplace or in their lives; andfinally,· an education that cultivates good citi-zenship locally, nationally and globally.



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ESD can contribute to this quality agen-da in many important ways.

Excellencies, Ladies and Gentlemen,The UN Decade on Education for Sus-tainable Development is a frameworkfor partnership and collaboration, bring-ing together a great diversity of interestsand concerns. It is an instrument of mo-bilization and advocacy, through whichgovernments, international organiza-tions, civil society, the private sector andlocal communities around the world candemonstrate their practical commitmentto learning to live sustainably. Thus,ESD has come to be seen as a processof learning how to make decisions thatconsider the long-term future of theeconomy, ecology and the equitabledevelopment of all communities. Build-ing the capacity for such future-orientedthinking is a key task of education.

As facilitator of this Decade, UNESCO isassisting countries and regions developeducational plans and strategies that arerelevant to their different realities andconcerns. But no country is an islandwhen it comes to sustainable develop-ment. In this regard, even islands are notislands! We do live in a truly interde-pendent world and an educationalexperience that ignores or denies thiscannot prepare citizens for the reality ofliving on this small planet.

In conclusion, I would like to stress thateach of us is an agent of change and thatwe can individually and together con-tribute to creating a better world. All ofus have responsibility, whether at the lo-cal, national, regional or internationallevel, for the implementation of theDecade. But I do not wish to make thisduty sound like a burden because it isquite the reverse – it is a way to expressour creativity and our capacity for inno-vation as well as to enjoy working andliving with others in common cause.

Let me once again express my gratitudeto Germany for providing us with sucha warm welcome and hospitality.I would also like to thank Japan for itsoffer to host the wrap-upmeeting for theDecade in 2014. This is a very timelyproposal from a country that was theprime mover behind the creation of theDESD.

It remains for me to express my hopethat this conference fulfils its promise byproviding a rich and rewarding experi-ence to every participant and by con-vincing all of you – if you need to be con-vinced – that the Decade of Educationfor Sustainable Development is a keyframework for cooperation to achieve abetter, more sustainable and saferworld.

Thank you.

Participants at theOpening Plenary



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Annette Schavan

Welcome by Annette SchavanGerman Federal Minister of Education and Research

Honourable AssistantDirector-General Burnett,Dear colleagues from governmentsand parliaments,Ladies and gentlemen,

I would like to welcome you very warm-ly to the UNESCO World Conference onEducation for Sustainable Development.Welcome to Bonn, the city which washome to the government headquartersof our country from 1949 to 1999. A par-ticularly warm welcome to the Mayor ofthe city.

The German parliament used to meet inthis very building in which we are cur-rently assembled. Today, Bonn is the UNcity on the Rhine: 18 UN organisations,offices and programmes are based here.The strong commitment to sustainabledevelopment links most of them. Bonnhas been an unusually active city withinthe UN Decade, and has therefore beenrecognized by the German NationalCommittee for its countless efforts andwas named Official City of the UNDecade. Dear Mayor Ms Dieckmann, wefeel fully at home with this conferencehere in Bonn and would like to thank thecity for supporting the event.

Ladies and gentlemen, we will here re-view the UN Decade and cast a glanceover the many successful education ini-tiatives across the world. We would liketo use these few days to start off thesecond half of the Decade – with newimpulses and a new dynamic.

We are doing this at a time when every-one who bears public responsibility –whether in politics, business or associa-tions – is deeply involved in gauging theimpact of the financial crisis, which ishitting our countries and our business-es in a devastating way. Each continentis affected by the turbulence on the fi-nancial markets. This is the background

against which we are discussing sus-tainable development. The question ofwhat is required for sustainability is ofparticular relevance today. For thiscrisis, for many developing countries, islinked to the danger that we will bethrown off course in achieving theMillennium Development Goals. Everypercentage point in lost growth in de-veloping countries will force around20 million people back into poverty.

The global financial system has experi-enced massive turbulences, preciselybecause sustainability was not the toppriority in economic transactions. Sus-tainable economies and sustainablegrowth were not deemed relevant,whereas short-term maximisation ofprofits was the watchword. The forcefulimpact of system failure affects us all. Itwill affect the weakest and the poorestmost. They are paying for the judderingworld economy in hard currency, astheir daily existence is under threat. Weare seeing the results now of freedom



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without responsibility. Acting accordingto the principle of responsibility, is thekey requirement for sustainable devel-opment. This principle of responsibilitymeans: always act in such a way that theeffects of these actions will allow humanlife to continue permanently. The guid-ing light should not be short-term prof-it, but sustainable prosperity, long-termavailability of resources and conditions,which allow for social participation by asmany people as possible across theworld.

We are convinced that in this situationissues related to education for sustain-able development gain crucial impor-tance in a twofold way: Firstly, becausea movement has formed which is about“prosperity for all, education for allworldwide”. Access to education is thefirst and most important requirement fordevelopment and sustainability. Sec-ondly, because the principle of sustain-ability must be part of the substance ofeducation worldwide. At many educa-tional institutions across the world,young people are getting to grips withideas and actions related to sustainabil-ity. They are learning that their individ-ual actions have global consequences.The education system and curriculumfor the 21st century worldwide must beabout learning about contexts andcontents that make the meaning of sus-tainable choices and actions clear andtangible.

Only in Germany today, there are morethan 800 projects recognized by theGerman Commission for UNESCO asOfficial Projects of the UN Decade. Thisis an expression of the diversity and cre-ativity in education activities in ourcountry. This impressive number makesclear that sustainable development canonly succeed if civil society is involved.If you look at education in Germany, themost important players, when it comesto implementing Education for Sustain-able Development, are the teachers inour schools.

At the same time the conviction is grow-ing, in these economically difficulttimes, that education is very much keyto individual life chances and to process-es which lead to the source of futureprosperity. For this reason, I would liketo reiterate that the Millennium Devel-opment Goal “Education for All” shouldbe our very first priority. The principle ofresponsibility is the central theme ofgovernment action, which in our coun-try goes hand in hand with the power ofcivil society, who help us fulfil this basicduty. If “Education for All” manages toachieve access to education for all andquality education for all, then we canalso achieve a further MillenniumDevelopment Goal, to halve the numberof people living in extreme poverty by2015.

Germany will stick to its responsibility.We will meet the European Union’s planto expend 0.51% by 2010 and 0.7% by2015 of our Gross National Income ondevelopment. Because we know thatthere can only be lasting security, pros-perity and peace, if we make our contri-bution to justice in the world. For manyof us, it is becoming increasingly clearat our international meetings, howmuch importance education, scienceand research have gained in interna-tional relations. Over and beyond thework of ministers responsible for differ-ent areas, international cooperation isgaining importance, particularly whenwe focus on the goal of sustainabledevelopment.



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We need a global governance in whicheconomic, social and ecological devel-opment is seen to belong together.Local actions have global consequences.Nonetheless, too often we forget thatthis interdependence has such a imme-diate effects. Some public debates stillsuggest that the logic of economy isincompatible with the logic of ecology.Public debates and specific actions mustbe characterised much more by anemphasis on linkages, compatibility andnew balances. The price of goods andservices must include the costs to thegeneral public, in terms of ecologicalbalance, for example. This transparencyand the efforts for sustainableeconomies will trigger a race in scienceand research. Our work on an interna-tional research agenda is focused onthese very questions of new balances,new compatibility of technological de-velopments, which will help us breakwith the contradictions which have beenproduced continuously to date.

Our responsibility to sustainable devel-opment in fact coincides with our veryown interests. Climate change is anexample of this. It is endangering thebasic conditions of everybody’s lives.Every day we feel that the earth is be-coming more impatient. We must alllearn to be more careful with natural re-sources, in the way we think aboutthem, and to change our behaviour. Per-haps the current crisis also provides achance to recognise that all humankindsits in the same boat, as Federal Presi-dent Horst Köhler pointed out a fewdays ago in a speech in Berlin: “Self-interest, in the 21st Century, means look-ing after each other.”

Investment in education means invest-ment in the next generation and with itan investment in the source of futureprosperity, future awareness and futurepossibilities for action. The UN Decade,which has come to a half-way point, canespecially now, at these confusingtimes, gain dynamics and impact. All ofthe projects which we will discuss hereshow one thing: that hope will win outover fear, that the common will to shape

the future can defeat conflict. For thisreason, I would like to thank all of thosewho have participated in theseinitiatives over the past years – school-children, teachers, educators and train-ers, people who bear responsibility inlocal authorities, businesses and civilsociety organisations. They have all con-tributed to making this world a fairerplace and to raise the importance ofsustainability.

In the second half of the UN Decade, wemust make Education for SustainableDevelopment more visible. Examples ofgood practice must be communicatedacross the world andmust provide mod-els for others. Education for SustainableDevelopment needs to find a relevantplace in curricula and in the educationand training of teachers.

What effect does Education for Sustain-able Development have? How can weimprove it further? Educational researchin our countries can give impetuses andanswers to politics. For that reason, dur-ing the second half of the Decade wemust continue to strengthen our effortsin international networking for educa-tional research. Our conviction thatsustainability is an important impulsefor development must characterise ouranswers to the questions of competi-tiveness and substance of educationsystems in the 21st century.

Ladies and gentlemen, after the SecondWorld War Bonn was the city fromwhich we started into a more peacefulworld. Today, Bonn is a city of encoun-ters and of worldwide dialogue on ourcommon future. May that have an effecton our discussions and our exchangesover the coming days. May this city, withits many international forums for dia-logue, inspire our talks to provide a newimpulse for the second half of theDecade. With this in mind, I wish you themost successful of conferences, anenjoyable gathering and many newimpulses.

Thank you.



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Her Majesty Queen Rania

I am sorry I cannot be with you. I knowhow important this Conference is be-cause Education for Sustainable Devel-opment has the potential to transformour world and there are so many wayswe can do that.

For me, girls and women are a large partof the solution. Exclusion, discrimina-tion, poverty and inequality widen exist-ing social and economic gaps andplunge our joint progress into reversegear. There can be no sustainabledevelopment while 41 million girls areexcluded from school because there isno sanitation, or water wells are notclose to their villages, or schools are atdangerous distance from home. Whilehalf a billion females are illiterate, while70% of the world’s poor are women andwhile there is not enough effort to chal-lenge mindsets that believe girls shouldnot be educated, women and girls arecentral to building sustainable and pros-perous nations. Their insights areinvaluable. Their knowledge furtherssolutions. Their resourcefulness saveslives.

There are just over 2000 days left in ourESD Decade. Let us make every singleone of them count for girls and womeneverywhere.

Thank you very much.

Keynote Address byHer Majesty Queen Rania Al Abdullah of Jordandelivered via a video message



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Graça Machel

Minister Schavan,Mr Burnett,Excellencies,Colleagues and friends,

Let me begin by thanking UNESCO andthe Government of Germany for invitingme to address this Opening Session.

So here we are again. Some of us werein Jomtien in 1990 and many of us werein Dakar in 2000. At both those meet-ings, promises were made, messageswere crafted and we went away havingpledged to achieve wide-scale educa-tional change for children. We spoke ofthe right of all children, young peopleand adults to an ‘education that includeslearning to know, to do, to live togetherand to be’. We pledged ourselves to pri-mary education for all children.

In Jomtien, in Dakar, in multiple capitalsaround the world, commitment aftercommitment has been made in relationto educational provision – access, quali-ty, style and content. Yet over the yearsthose commitments remain partially un-fulfilled. How many of us were therewhen promises were made to provideaccess to quality education for all theworld’s children, and pledges weremade and recorded to provide the re-sources to make such access a reality?How many of us were present when thepledge was made that any resourcepoor country that could develop a com-prehensive and costed national educa-tion plan would be provided with thefinancial resources to implement thatplan? Yet years have gone by, myriadnational education plans have been pro-duced and myriad plans have goneunder-resourced.

How can it be that in 2009 we still havetens of millions of primary school-agechildren across the world who are not in

school? How can it be that in 2009 westill have critical shortages of trainedteachers and physical infrastructure tohelp achieve even the goal of primaryeducation for all children? After all theseyears, why do we continue to have suchmarked gender inequality in education-al access and outcomes for girls? Or thatso many of our children who make it toor through secondary school do so with-out gaining the skills or knowledge toequip them for meaningful employmentor richer lives?

Yes, we have made some progress inthat the number of children not in pri-mary school has dropped from over 100million to 75 million since Dakar – butmy challenge to you is that that drop innumbers is nowhere near enough in thetime that has lapsed. There are still75 million – 75 MILLION – children with-out access to primary education; formany millions more children the qualityof the education they are given accessto is blatantly inadequate and the re-sources to improve quality and accessseem to have stagnated instead of in-creasing to the levels promised.

Yet here we are: 19 years after Jomtien,9 years after Dakar and halfway throughthe Decade of Education for SustainableDevelopment. If we are to avoid meet-ing again in 2015 and being forced to ad-mit to our continuing failure to fulfil ourpromises to our children, we need moredecisive, strategic, sustained and mean-ingful action and we need to take thataction now.

It is impossible to consider any educa-tional agenda at present without takinginto account the impacts of the crisisthat has gripped world financial marketsand economies. Economists, politicians,commentators: many people have theirown interpretation of the causes and

Keynote Address by Graça MachelFormer Minister of Education and Culture inMozambique



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possible solutions for the marketvolatility and economic uncertainty thathas led to the severe downturn ineconomies worldwide.

I am not an economist. I cannot explainthese current issues in terms of eco-nomic theories. However, it seems clearto me that the reckless pursuit of profitfor the sake of profit, the greed of chas-ing money while circumventing moralor ethical boundaries and the valuing ofmaterial resources above people havefuelled this breakdown of the world eco-nomic system. A growing moral bank-ruptcy has fuelled a financial bankruptcyand unless we act decisively, it is ourchildren who will reap the whirlwind ofanother generation’s irresponsibility.

In tackling the current global economiccrisis, we have an opportunity to build anew world order, not simply tinker at theedges of a failed system or to recreatethe corrupt systems that have implodedon us. And education has a crucial roleto play in that restructuring. We knowthat education is key to individualgrowth as well as social, economic andpolitical development. Yet educationdoes not take place in a vacuum. I be-lieve that the best education, of whatev-

er kind, promotes the development ofstrong value systems to guide the learn-er. Having been involved in educationalagendas in Africa and internationally formany years, I have learned that we neededucation that empowers learner withknowledge, skills AND values.

If education does not help to bridge thehuge gap between the rich and the poor,then I would have to question its endvalue and argue that it would not besustainable. How sustainable can edu-cation be if it does not help us to learn toprotect our environment and live inpeace with nature rather than at warwith our planet?

I want to see education that empowersyoung people to question, to developtheir minds and skill sets, to make choic-es, to find meaningful employment andto play constructive roles in their fami-lies, their communities and theirnations. I want to see education thatenables young people to value otherhuman beings, encourage them tounderstand the importance of equalityand equity and helps them recognisethe importance of collective responsibil-ity and action. I want to see educationthat produces young people who will

Participants listening toGraça Machel



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not tolerate their peers living in abjectpoverty in the midst of plenty; youngpeople who will be outraged by in-equality and impatient to bring aboutchange.

As educators, administrators, politiciansand activists – individually and collec-tively – those of us attending thisconference have the opportunity to pro-mote education that enables us to re-build a stronger, more sustainable, moreaccountable world. As an organisation,UNESCO – because of its mandate andmission – has both an opportunity and aresponsibility to fulfil in this regard.

We have the knowledge, the technologyand the skills available to turn this situ-ation around. We know how to preventdiscrimination against girls at school.We know what we need to do to provideeducation for all primary-age children.We have set targets, goals, parametersand developed countless campaignsand policies yet financial resources stilllag behind these commitments and poli-cies – and that points to a failure ofpolitical will – nationally and interna-tionally. With political will, we canachieve our goals even with limitedresources; poor countries like Malawiand Bangladesh have managed to makesignificant progress in areas of genderparity.

The past fewmonths have made it clear-er that the failure to meet past pledgeshas not been because of a lack of mon-ey. For example, globally, we haveenough military hardware in existenceto destroy the world several times over,yet military expenditure continues togrow. In the last quarter of 2008, North-ern nations poured billions and billion ofdollars into maintaining the banking sys-tem and at very short notice.

UNESCO estimates that only 7 billiondollars would be needed to assist low-income countries to meet the keyeducational goals set internationally. Yetresources pledged over decades are stillnot made available.

At a time of economic uncertainty, it iseven more important that we increaseour efforts to deliver these resources –and that implies shifting our own, adultvalue systems. We must make greaterefforts to make our governments and in-ternational bodies understand that ourchildren need more books, not moreguns in their hands. We need to ensurethat our national and international budg-ets reflect that understanding. We needalso to ensure that those resources arespent developing educational opportu-nities that promote knowledge, skillsAND values.

UNESCO has a mandate that includessupport to countries in the developmentof education, including curriculum re-form and teacher training. We need toensure that curricula develop both theminds and characters of our children –and that teacher training producesteachers who can deliver on all threestrands of a valuable education:knowledge, skills and values of equality,equity, and respect for everyone.

I would like to believe that in my homewe promote values such as caring,equity, honesty, integrity and promotingthe well-being of the collective, not justthe individual. I want to see those valuesreflected in the education of not justgrandchildren but of children acrossAfrica and the rest of the world. Much ofthe knowledge we have gathered aboutHIV/AIDS, malaria, TB and other healthemergencies show us that education isnot a luxury, is not even simply a right.It is a potential life-saving measure. Wehave the opportunity to promote that lifesaving measure – let us make sure weuse it.

I hope that when wemeet again in 2015,it is because we can look our children inthe eye and at ourselves in our mirrors,knowing that we have at last movedfrom rhetoric to significant action andfulfilled our promises of access to goodquality, sustainable education to ourchildren and each other.

Thank you.

©ManuelWilmanns



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Address by the Young ESD Voices fromAround the World

One day before the official opening ofthe UNESCOWorld Conference, a work-shop brought together 25 young peoplefrom across the world who are highlycommitted to Education for SustainableDevelopment (ESD). The participants,who were between 18 and 35 years ofage, were selected from over 500 appli-cations.

Workshop participants discussed Edu-cation for Sustainable Development andthe implementation of the UN Decade of

Education for Sustainable Developmentin their respective countries and lookedat what should be the main areasemphasised in the second half of theDecade, as well as what their joint andindividual projects towards implement-ing the Decade in the future should be.Subsequently, these young ESD expertstook part as regular participants in theWorld Conference. Two representativesof the workshop presented the results inthe Opening Plenary Session.

Young ESD Voices Workshop

©ManuelWilmanns



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I invite you to imagine we live in a worldwhere poverty and over-consumptionare minimal, a time where tolerance andrespect for diversity are the norm, a timewhen clean technology is the primarysource of energy, and a time when indi-viduals from all walks of life are em-powered to make appropriate informeddecisions for today and for tomorrow.

One month ago we were 25 individualsfrom 25 different countries, yesterdaywe became a group of 25 passionatepeople working as a team, today we arearound 1200 people sitting in this roomexploring ESD, but

WHY DO WE CARE?

We care because we want to makedecisions about our present and ourfuture.

We care because we understand thatthe disparities of our world, rangingfrom extreme poverty to extremewealth, are not favourable for peace.

We care because we recognise today’schallenges are interconnected: betweenpast and present; locally and globally.As such, they cannot be addressed byan individual or a single sector.

ESD helps us address the complexity oftoday’s challenges. We share a vision ofeducation as being the most powerfultool for change.During our workshop yesterday, weidentified three key elements for ESD;these are:

1. ESD should consist of dialogue andaction that spans across sectorsand disciplines. This enables the useand creation of a common language,encouraging and fostering partner-ships and participation;

Speech of the Young ESD Voicesdelivered by Claudia Matta and Leonardo Velásquez

Young ESD Voices ClaudiaMatta and Leonardo

Velásquez at the OpeningPlenary

2. ESD needs to address a commondestination while celebrating thediversity of values in individuals andgroups;

3. ESD needs to link to people’spersonal lives in order to achievecommitment.

To facilitate this, everybody needs to beinvolved with a special emphasis on therole of the media and the private sector.

Since the ESD Decade began in 2005,much work has been carried out. Theworld has learnt that ESD can be inter-preted in different ways. ESD coordinat-ing bodies have been established at dif-ferent levels. Action plans and strategiesnow exist where they did not before;stakeholders have been engaged suchas government ministries, educators,UN agencies, and NGOs to name a fewnetworks have been established toshare ‘good’ practices.

All of us gathered here today have themotivation and dedication to move thesecond half of the Decade ahead. Wehave identified five key actions for goingforward for everyone here today.

Action 1We need to increase our focus on moni-toring and evaluation so we can planour efforts better in the future.

Action 2We need to strengthen existing ESDstructures and establish new oneswhere they do not exist.

Action 3We need to further mainstream ESD in-to policy to provide systematic supportfor teaching and learning.

©ManuelWilmanns



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Action 4Wemust research, document and share,not only ’good’ practices, but also ‘good’processes for supporting ESD.

Action 5Half of the world is under 20 years old,and 90% of all these young people livein developing countries. This is a hugepopulation that needs to be engaged indecision-making for the future.

Participants: Anwar Al-Khatib (Jordan), Sally Asker (Australia), Joel Bacha (Thailand), Mabel Batong (Philippines), Constant SotimaBerate (Benin), Dina Beshara (Egypt), Magali Decloedt (Belgium), Daniel Fonseca de Andrade (Brazil), Nadia Lausselet (Switzer-land), Keamogetse Magogwe (Botswana), Melhem Mansour (Syria), Lina Mata Guido (Costa Rica), Claudia Matta (Lebanon),Yolanda Durant Mcklmon (Jamaica), Hayden Montgomerie (New Zealand), Ibrahim Mohammed Mothana (Yemen), ShankarMusafir (India), Zizile Nomafa Khumalo (South Africa), Pernilla Kristina Ottosson (Sweden), Evgeniia Postnova (Kyrgyztan),Adriana Valenzuela (Colombia), Leonardo Velásquez (Honduras), Francesco Volpini (Italy), Clayton Zazu (Zimbabwe).

While we stand before you, I remind youthat we are the voice of 25 participants,can we please invite these 25 Voices tostand up. We invite you to engage withus during the conference, ask about ourinitiatives and we are ready to engagewith you.

Thank you very much.

©ManuelWilmanns



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High-level Segment

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49 Ministers and Deputy-Ministers from around the world and heads ofUN agencies met separately on 31 March 2009 to discuss Education forSustainable Development (ESD) and progress made in support of the Unit-ed Nations Decade of Education for Sustainable Development (DESD). Thenature of the meeting made it possible for Ministers to be candid, and toalso raise issues and concerns among their colleagues and equals.The meeting was both lively and cordial, even though there was notnecessarily agreement on every item that was discussed. The “ministeri-al conversation” can be summarized as addressing, in its totality, eightdifferent areas, each of which is described in this report.

High-level Segment

Our human destiny The willingness tofocus on Education for Sustainable De-velopment was testimony to a concernfor and commitment to our sharedhuman destiny. The Ministers acknowl-edged that ESD is part of their collectiveresponsibility and that it has to engageall countries, including those that areunder-resourced. They underscored thateducation is essential to the societalchange that is called for when learningto live sustainably.

The purposes of education Funda-mentally, it was agreed, that educationis an institution that has several purpos-es, but that the development of humanbeings – not just any kind of human be-ings but thinking and caring citizens isone of high importance.

The nature of education The natureof education has shifted considerably inrecent times. Countries look to educa-tion as a means for bringing about pos-itive change and for contributing toglobal action. Increasingly, its reach isbroadening to cover skills, values andbehaviours that are essential for workand a life of dignity in the 21st century.ESD involves all levels of education, all

approaches to education and, in addi-tion, links curriculum and pedagogy infundamental ways. In particular, educa-tion has to help populations develop theabilities to learn throughout life.

The importance of the principles ofESD Education that is consistent withsustainable development has to incul-cate the principles of ESD. To do this,there must first be an understanding ofwhat is sustainable growth. It wasagreed that equity is essential to sus-tainable growth. An essential outcomeof applying the principles of ESD is thedevelopment of a caring, concerned andactive citizenry that is committed topeace, including through the inclusionof peace education in education andtraining activities. In the final analysis,the Ministers reaffirmed the foundation-al aspects of ESD concerning responsi-bility and consciousness for oneself andothers, moral and ethical behaviour.

Challenges in education systemsDemanding that education systemsreflect the principles of ESD raises anumber of challenges that surfaced dur-ing the interchange among the Minis-ters. Existing education systems will



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have to adapt in order to translate theseideas into reality, and this is not easy. Inparticular, developing countries arestretched to find the resources to intro-duce and sustain new approaches to ed-ucation. The current economic crisis fur-ther underscores the depth and breadthof the challenges that every country(rich, formerly rich, and poor) faces.

What is needed to overcome thesechallenges The Ministers agreed thatstructures are important. They recog-nized that in addition to formal struc-tures that bring authority to a movementsuch as the DESD, less formal struc-tures, such as networks, also have a keyrole to play. Among the important rolesthat structures contribute is to provide ameans to bring the necessary visibilityto ESD and to public education so as toinvolve everyone. There was agreementon the need to learn from the past andemphasis was placed on better sharing

of how countries and communities havebeen able to transform lives. Related tothis is a desire to stimulate even morethought on understanding and imple-menting ESD. Finally, the importance ofadditional financing was stressed.

How to implement Education forSustainable Development This as-pect of the Ministerial discourse resultedin the greatest number of commentsand also some very spirited discussions.There was agreement among the Minis-ters that political will, demonstrated bystrong leadership, is critical for ESD totake hold and be sustained. There wasalso a sense that the situation in whichthe world finds itself and the way for-ward is a shared responsibility.

The Ministers stressed that ESD isbroader than environmental education,and there was a call to share widely ex-amples of good practice. Furthermore,

Nicholas Burnett and Annette Schavan at the High-level Segment


High-level Segment

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and given the importance of inter-ministerial cooperation, there were re-quests for examples of how and whenthis worked well. With regard to envi-ronmental education, there was somedebate as to the role that global climatechange should have in the DESD but theMinisters agreed that it could not over-shadow the integrated nature of ESD. Inthis regard, there was also animateddiscussion around the importance ofvaluing more responsible consumption.

Partnership was recognized as instru-mental in moving the ESD agenda for-ward. Among those partners recognizedwere civil society, the corporate sector,teachers, and schools. As a major con-tribution to that common endeavour theGovernment of Japan graciously offeredto host the end-of-Decade meeting onthe DESD.

Knowledge-sharing was an importanttheme in the discussions around ESDimplementation. In this regard, the im-portance of research was coupled withmonitoring and with linkages more gen-erally. The challenge of monitoring wasacknowledged, but its importance wasunderscored nevertheless. Several dif-ferent kinds of linkages were identifiedas very important to ESD: the linkagesamong the three pillars from the WorldSummit on Sustainable Development,with culture as an important underpin-ning; the linkages from national to local,and from local to global; the linkagesbetween education and work; and thelinkages among ministries.

Opportunities waiting to be seizedThere already exists an enormousamount of research and knowledge thatcan be applied immediately to help inthe implementation of ESD. The grow-ing and fast-changing field of technolo-gy, defined broadly, provides and willcontinue to provide occasion for im-proving daily practice in support of ESD.Perhaps the greatest opportunity thatthe Ministers saw was that they are “allin it together” and as such there is enor-mous strength and the ability to “be thechange that we want to be and see”.

This report represents the understanding of theConference Rapporteur, Mary Joy Pigozzi, Acade-my for Educational Development and UNESCOHigh-Level Panel for the DESD. Comments andstatements should not be attributed to any singleMinister present, to any country represented at themeeting, or to UNESCO.




Plenary Sessions

Four Plenary Sessions took place during the UNESCO World Conferenceon Education for Sustainable Development, focusing on different aspectsof the United Nations Decade of Education for Sustainable Development.The Conference Rapporteur Mary Joy Pigozzi, Academy for EducationalDevelopment and UNESCO High-Level Panel for the DESD, has providedthe report on the plenary sessions.

Plenary Sessions

The addresses of the Conference’s Ple-nary Sessions contained richness andbreadth, the completeness of which isimpossible to cover in a few pages. Atotal of seven speakers contributed tothe depth and expanse of the impor-tance of the concept of Education forSustainable Development (ESD) and ac-tions related to it. This summary notesthe major themes of each of the Plenaryspeakers very briefly and then turns tocapture the main themes that emergedfrom the Plenary Sessions in their en-tirety – from the floor as well as from theindividual presentations.

Opening Plenary Session

Nicholas Burnett, on behalf of theUNESCO Director-General, KoïchiroMatsuura, gave the first welcome ad-dress in the Opening Plenary in whichhe emphasized the importance of ESDas a means to promote learning forlong-term change, for empowering peo-ple to think critically, act on carefulanalysis, and, ultimately, be better citi-zens. He also underscored UNESCO’srole, not only as the lead agency in theUN Decade of Education for SustainableDevelopment (DESD), but as a key play-er in bringing together and fosteringglobal coherence and action of theDESD with other key education move-ments, namely, Education for All (EFA),

adult literacy and the UN LiteracyDecade (UNLD), lifelong learning, inclu-sive education, and higher education.He stressed the importance of educationas an opportunity for creative innovationand emphasized the value of every indi-vidual as an agent of change.

The second welcome address was givenby the host of the World Conference,Annette Schavan, German FederalMinister of Education and Research. Shestressed that the meeting had two pur-poses – to assess what has beenachieved to date in the DESD and to in-ject new impulses and dynamism intothe second half of the Decade. Ms Scha-van grounded her comments in a globalcontext, one in which the impact of thecurrent global economic crisis will havean enormous impact that will affect thepoor inequitably. She argued that free-dom comes with responsibility, thatsecurity, prosperity and peace requirejustice, and that, rich or poor, “we are allin the same boat”. She emphasized thevalue of all partners including civil soci-ety, teachers, government officials,scientists and researchers and arguedstrongly for global solidarity so thathope could vanquish fear.

Her Majesty Queen Rania Al Abdul-lah of Jordan joined the opening ple-nary via a videotaped message. In her

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message, Queen Rania made two strongpleas that also resonated in several oth-er comments during the Conference.Her Majesty stressed how little timethere really is to make a difference insome of the challenges that are beingtackled by the DESD and the importanceof not wasting time but of taking delib-erate action – immediately. Her secondplea was to ensure the inclusion of girlsand women, who play critical roles insustainability and without whom theDESD cannot succeed.

Graça Machel, the former Minister ofEducation and Culture of Mozambique,raised the pressing issue of unmetpledges – of promises that have beenmade globally, but not kept. With a fo-cus on inclusion – quality education forall – Ms Machel made a strong case forthe importance of values in education asa means to change the world from thesituation in which it currently finds itself.She noted the lack of ethical behaviourin the way decisions are made, empha-sizing that the world’s financial bank-ruptcy is fuelled by moral bankruptcy.She stressed that we must conceive ofeducation as a life-saving measure andthat education has the potential toempower learners, to bridge the gap be-

tween rich and poor, to promote equali-ty and equity, and to enable us to valuerather than fear others. Ms Machelurged the Conference participants tomove from rhetoric to action.

Two representatives from the “YoungESD Voices” workshop, Claudia Mattaand Leonardo Velasquez, began theirpresentation with a vision of a sustain-able world, arguing that education canbe a powerful tool for change, especial-ly as a means to engage young peoplein understanding their common destinyandmaking a commitment to improvingit. Like other speakers they urged action– not any action, but action based onresearch and experience, action that isimplemented through strong and spe-cific ESD structures, and action that isinclusive of the growing numbers ofyoung people.

First Plenary Session

Acting on behalf of Mr Nicholas Burnett,UNESCO Assistant Director-General forEducation, Ana Luiza Machado,UNESCO Deputy Assistant Director-General for Education ProgrammeManagement, introduced the Confer-ence in the first presentation of the

Participants at the FirstPlenary Session


Plenary Sessions

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Opening Plenary. Ms Machado framedESD within its long history and espe-cially with regard to the BrundtlandCommission. She stressed a broad vi-sion of education, from early childhoodthrough adulthood and across all formsof learning, as an imperative for an un-derstanding of ESD and for success ofthe DESD. She made a strong argumentfor quality as a basis for ESD, along witha focus on an inter-disciplinary ap-proach, attention to skills acquisition,and values in education. She alsostressed the importance of setting prior-ities as a key element in effective action.

To set some of the substantive back-ground for the World Conference,MarkRichmond, UNESCO’s Director of theDivision for the Coordination of UnitedNations Priorities in Education, summa-rized and reflected on the draft DESDGlobal Report. He recalled the impor-tance of collecting information on struc-tures and contexts of work on ESD. Thekind of process indicators used for thefirst phase of the Monitoring & Evalua-tion (M&E) process are indeed crucial toassess the implementation of theDecade since its launch in 2005. TheM&E process will continue until 2014. Itwill focus on ESD processes and learn-ing during its second phase and onimpacts and outcomes of the Decadeduring its third and last phase. Upon re-flection and on the basis of the findingspresented in the draft DESD Global Re-port, Mr Richmond argued that with re-gard to the DESD, “the glass is half full”– much has been accomplished, but, atthe same time, one cannot be compla-cent as there remains much to be done.

Walter Hirche, President of the Ger-man Commission for UNESCO, present-ed an overview of the programmeforeseen for the three Conference days.By doing so, he also explained the fourobjectives running through the pro-gramme. Mr Hirche described for all par-ticipants the procedure for the draftingof the Bonn Declaration as well as thecomposition of the drafting group.

Second Plenary Session

The Second Plenary Session addressedglobal progress in relation to the DESDand was chaired by Mr Carl Lindberg,Member of the UNESCO High-LevelPanel for the DESD and the Internation-al Advisory Group for the Bonn Confer-ence.Daniella Tilbury, professor at theUniversity of Gloucestershire in theUnited Kingdom and Chair of the Moni-toring and Evaluation Expert Group(MEEG), presented the group’s work indeveloping and implementing a 10-yearframework to monitor and assess ESDduring the Decade. She described thepurposes and processes related to the

Daniella Tilbury, Carl Lindberg



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efforts to monitor and evaluate theDESD and gave some detail on the dif-ferent tools developed to carry out thefunctions of the MEEG. Ms Tilbury alsopointed to several limitations that hadconstrained the work. These include thelack of baseline data, the lack of estab-lished ESD data collection systems, verytight timelines that worked againstsome of the processes, limited financialbacking, and challenges in engaging theparticipation of multiple stakeholders.A second cycle, which will build fromthe data collected and the lessonslearned, began in April 2009.

The initial results from implementingthe framework were presented byArjenE. J. Wals, associate professor at Wa-geningen University in the Netherlandsand Global Report Coordinator. Al-though his report addressed ten keyfindings, time constraints made it im-possible to cover them all equally in theplenary. He noted the wide range of in-terpretations of ESD and the fact that itis much stronger in formal educationthan in other modalities. There is an in-creasing number of coordination bodiesbeing established and a number ofstrong policy documents, but little inter-

departmental government cooperationin most countries. Although UNESCOhas made strides in implementing theDecade, it is too early to speak of a con-certed UN response. Public budgets andincentives in support of ESD remainminimal and there is a great need formore research and dissemination. A ma-jor strength of the Decade is the degreeof international networking on ESD.

Regional perspectives were providedfrom the UN Economic Commission forEurope (UNECE) (Andreas Kara-manos), and UNESCO Regional Bu-reaux for Education for the Arab States(Abdel Moneim Osman), Asia and thePacific (Derek Elias), Africa (TeeluckBhuwanee), and Latin America and theCaribbean (Astrid Hollander). All pre-senters emphasized the variety of con-texts in the region they were describingand important strides made toward acoherent focus on ESD. Common chal-lenges included a shared understandingof the concept of ESD, movement frompolicies to practical and significantactions, advocacy for funding, inter-ministerial support, and meaningfulparticipation on the part of the full rangeof stakeholders. All also spoke of the

Arjen Wals

Providing regional perspec-tives: Hollander, Bhuwanee,Elias, Osman, Karamanos

(l. to r.)


Plenary Sessions

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potential of ESD to contribute to devel-oping solutions in the region, of thevalue of networking for information-sharing and partnership-building, andthe need for better ways of developingdurable capacity.

Third Plenary Session

The Third Plenary Session was devotedto reflection on the Conference inprogress and to a debate on the firstdraft of the Bonn Declaration. It waschaired by State-Secretary FriederMeyer-Krahmer, German Federal Min-istry of Education and Research.

To summarize the powerful and pas-sionate contributions from all three Ple-nary Sessions in this Mid-ConferencePlenary was a tall order – what emergedas important, however, were themesthat echoed across these presentationsand the responses that they elicitedfrom conference participants. Some ofthe exchanges were quite spirited andseveral reflected the different perspec-tives that individuals, organizations andcountries bring to ESD. What follows isa thematic review of the three plenarysessions from the perspective of thegeneral rapporteurs, in other words,what seemed to be of importance to theconference participants when viewed asa whole.

Often moods are as important as words,for they reflect and represent the mean-ing of those words. There were severalstrong moods that presented them-selves during the conference – one, apositive outlook, remained throughout,but several others deserve mention.Among some there were times whenanger and disappointment were experi-enced due to lack of commitments metand/or because progress on ESD has notbeen as fast as many had hoped. Othersshowed impatience – a desire to get onwith the job, a desire to accelerate ac-tion. Frequently, during the conference,many were reflective, thinking aboutwhat had been accomplished, thinking

about the gravity of the issues that ESDaddresses, and thinking about the amaz-ing variety of people and approachesthat care deeply about ESD. There wasalso a lot of joy and elation – a sensethat together we can make a positivedifference!

Several areas of consensus emergedduring the meeting, which are very im-portant for coherent action on the DESD.The first consensus was a view of ESDas an education that promotes a certaincombination of values that, when prac-tised, result in more sustainablelifestyles. It is an education that is aboutprocesses as well as about content; aneducation that is also about developingcompetencies.

A second consensus was the reciprocityof ESD and EFA. The two are inextrica-bly inter-twined. ESD contributes to thequality and relevance dimensions of EFAand provides greater opportunities to in-clude the important lifelong learningaspects in EFA.

ESD is an imperative. It is not an option,it is an obligation. This was the thirdconsensus. ESD empowers people tomake better decisions; it enables peopleto live together in a more just world, itis a tool for positive change in our world.Furthermore, the DESD allows an op-portunity to re-craft education to shapea better world.

The Conference recognized, however,that ESD is about more than educationsystems. It recognized the importance oflinkages, research, capacity strengthen-ing, networks, and partnerships in mov-ing the ESD agenda forward. Further tothis, there was a desire for much greaterengagement of youth, the corporate sec-tor, the public, civil society, and highereducation.

While all share the desire to accelerateaction on the Decade, a key questionwas how to do this in a meaningful way.What should be the priorities for action?Six key areas were identified. ESD needsto be better integrated into existing and

Frieder Meyer-Krahmerchairing the ThirdPlenary Session



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emerging development frameworks.There remains a need for efficient andeffective structures at national level. In-ter-disciplinarity continues to be anenormous challenge in many ways,including measurement of progress.Within education, there is a need to in-tegrate ESD into all forms and levels ofeducation and to focus more on teach-ers, professors, and other educationprofessionals and leaders. Finally, a keypriority must be learning from eachother.

ESD is based on values of solidarity andinclusion, yet it still needs to improve itsactions in terms of the inclusion ofgender issues and of marginalizedpopulations.

A fourth area of consensus was one thatis both frustrating and saddening. Par-ticipants expressed deep concern aboutthree areas where they perceive thatthere have been enormous failures.These are political will, financial com-mitments and coordination. They calledfor action to address broken promises,and “moral bankruptcy” – value sys-

tems that support an unsustainableworld. In this regard, the admonitionsfrom the opening speeches for fast ac-tion were reiterated loudly and clearly.

While not receiving as much attention asthere four areas of consensus, it isimportant to mention other themes thatrecurred during the plenary sessions,notably media engagement, corporatepartnerships, adult learning and earlychildhood development.

Closing Plenary Session

The Closing Plenary was devoted to thefinal draft of the Bonn Declaration andto the summary by the General Rappor-teurs. It was chaired by RicardoHenriques, former Vice-Minister ofEducation, Brazil. Closing remarks weredelivered by Nicholas Burnett,UNESCO Assistant Director-General forEducation, and Kornelia Haugg,Director for Vocational Training and Life-long Learning at the German FederalMinistry of Education and Research.

Kornelia Haugg, RicardoHenriques, Nicholas Burnett

(l. to r.)


Plenary Sessions

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TheGeneral Rapporteurs emphasisedagain that the world is currently in a verycomplex situation. However, theystressed that it is also a propitious time.In some ways, the worst fears are also agreat opportunity for our planet. As onelooks at the current situation – wars andconflicts, climatic disaster, and econom-ic catastrophe – many who may not oth-erwise understand are confronted by thethree pillars of sustainable development– economy, society and the environ-ment. Their inter-connectedness couldhardly be in sharper focus for theworld’s leaders as well as for the poorestof the poor.

The enormous changes brought on bythe industrial revolution, which, inci-dentally, improved the quality of livesglobally, required a total re-engineeringof education systems. Once again, edu-cation needs to be re-engineered. Whileeducation has many purposes, it wasemphasised throughout the Conferencethat a reorientation of education andtraining systems is strongly desired sothat one of the outcomes is the devel-opment of thinking and caring human

Participants adoptingthe Bonn Declaration

beings – citizens who understand theirroles in the family, the community, thenation and the globe; citizens who worktoward a peaceful, just, and sustainableworld. ESD strives for this.

The General Rapporteurs underlinedthat by adopting the Bonn Declarationall participants are committing to amovement in education that includesknowledge, skills, competencies and val-ues that will help all to collectively makea transition: from consumption withabandon to shared responsibility; fromclosed doors to openness and trans-parency; from inequity to equity; frombankruptcy to new thinking about eco-nomic systems; from broken promisesto quality education for all; and from anunsustainable world to sustainablepractices.

The 900 participants from almost150 countries present at the WorldConference adopted the Bonn Declara-tion on Education for Sustainable De-velopment by consensus in the ClosingPlenary.




Workshops

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During the World Conference, 22 workshops took place. They wereorganized in cooperation with various stakeholders from the UnitedNations system, civil society, academia, the private sector, and mediainstitutions. Workshops were grouped along the following four thematicclusters:

1) Relevance of Education for Sustainable Development for KeySustainable Development Challenges;

2) Building Partnerships for Education for Sustainable Development;3) Capacity Development for Education for Sustainable Development;4) Education for Sustainable Development and the Teaching-Learning

Process.

All workshops addressed the four conference objectives (see pages 8-9) aswell as the cross-cutting issues: Gender, Inclusion, Culture, TraditionalKnowledge, Human Rights, the Millennium Development Goals, and Tech-nology. A general summary of all workshop outcomes was provided bythe Conference Rapporteur Kartikeya Sarabhai, Center for EnvironmentalEducation in India. Among other input, it is based on the reports producedby four rapporteurs in charge of the four thematic clusters. Reports of the22 workshops have been contributed by individual workshop rapporteurs.

Workshops



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Workshop Synthesis

While each of the 22 workshops hadspecific recommendations regardingtheir themes, several suggestions andobservations were generic and wereraised by several groups. This synthesisattempts to capture these overall obser-vations made at the workshops.

Why is Education for SustainableDevelopment (ESD) relevant?Education for Sustainable Developmentis recognised as one of the key driversfor moving society in the direction ofsustainable development. ESD connectscultures and, through that, countries. Ithas the capacity to bring a rights-basedand global justice perspective to devel-opment issues for inclusive societies.

Information alone cannot transformpeople’s mindsets. ESD offers a largervision of the purpose of education, en-courages interdisciplinarity and criticalthinking and helps improve the qualityof education. It can add the substanceand content for Education for All (EFA).ESD also supports non-formal andinformal learning in keeping with the un-derstanding of education as lifelonglearning. An outcome of effective ESDwould be a clean and safe environment,solid economic progress that helps meetbasic needs, and strong and construc-tive social and cultural relations direct-ed to the full development of human po-tential.

ESD is relevant for everyone but espe-cially for those actors at the top with thegreatest power to change processes.ESD looks to the future, facilitates inter-generational sharing of experiences andlearning, and helps learners to act re-sponsibly as global citizens, as advocat-ed in the principles of the Earth Charter.

What can we learn from each other?We need to learn how to change the wayof teaching from being transmissible tobecoming transformative. Besides skillsand knowledge, values need to beshared, as do best practices. BecauseESD is interdisciplinary, a holistic ap-

proach is essential. A lot has beenachieved in initiating and implementingsustainable development practices.However, these are still too fragmentedand under-coordinated.

There needs to be a structured exchangeof information and practices to supporteducation and learning. National and in-ternational practices need to be adaptedto local needs and traditional practices.At the same time, local practices need tobe made available and adapted forwider use.

Partnerships are key to making ESD asuccess. A successful partnership oftenneeds capacity to be built on the side ofone or more partners, to be able tointeract and fully participate in the part-nership, and to both contribute and getthe best out of it. For ESD, partnershipsare one of the important tools for learn-ing. Looking to the interdisciplinarynature of ESD, multi-stakeholder part-nerships are required. Such partner-ships also give credibility to the ESDprocess. The first half of the UN Decadeof Education for Sustainable Develop-ment (DESD) has seen civil society playa major role as facilitator and partner togovernment efforts. This needs greaterrecognition. Moreover, the evolution ofmechanisms for greater engagement ofinstitutions outside governments iscalled for.

Exchange and communication betweengroups and individuals, especiallyacross cultures, requires reciprocity,sensitivity to cultures and mutualrespect. ESD needs to integrate knowl-edge and knowledge systems from avariety of sources and groups.

For ESD to be successful, it needs to beflexible and adaptive. ESD strategiesand practices themselves need to be dy-namic and based on a feedback andlearning-to-learn model. Monitoring andEvaluation (M&E) has a central role inthe process of learning to change, whichis a core objective of ESD.


Workshops

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What have we achieved so far, whatare the lessons learnt?Several programmes that do not neces-sarily label themselves as Education forSustainable Development are in fact do-ing excellent ESD work. Some of theseprojects can be understood as learninglaboratories and they need to be usedand recognized as such. Good examplesof ESD practice exist around the globebut we do not yet have a satisfactorymechanism to access these. Some goodnetworks have been built up to share in-formation but these should becomemore active andwe need to find ways forsharing to happen beyond the networks.Information and Communication Tech-nology (ICT) has evolved to provide auseful platform for networking. However,the value of face-to-face contact must notbe underestimated.

While ESD activities until now havestressed all three dimensions of sustain-able development – the economic, socialand environmental dimensions – the eco-nomic pillar has probably most likelybeen the weakest and the area that needsto be included in ESD debatemuchmore.Technical and vocational education andtraining (TVET) is an important part oflifelong learning and of central impor-tance to ESDwhen seeking to involve theworkforce of a wide range of institutions.ESD requires institutions to redefinethemselves and their role in society.

The first half of the Decade has seen ex-amples of universities and higher educa-tion institutions becoming role models,transforming themselves and their cam-puses towards sustainability and reach-ing out to the community. Efforts to inte-grate ESD in school curricula and teachereducation are being made. However,more resources are required to strength-en and support this. This is true for all ar-eas of the UN Decade and Education forSustainable Development: while there isincreasing awareness and support forESD, funding needs to be considerablystepped up to achieve the ambitious planand needs of the Decade. A further as-pect is that rural areas in particular areundergoing change, and sustainability

thinking can play a very important role invisioning and supporting this change.

Where do we want to go from here?Good practices of Education for Sustain-able Development need to be document-ed andmadewidely available. A platformfor sharing experiences needs to be cre-ated as a post-Bonn online platform inorder to continue the exchange that start-ed at Bonn. Mechanisms for sharing re-sources are also required. The effectiveachievement of the objectives of ESD forthe remaining part of the Decade calls foran adequate allocation of funds.

Research in ESD needs to be strength-ened as it is an essential tool to create thefeedback mechanism needed for a con-tinuous learning process regarding ESDimplementation. High quality researchneeds to be better linked to sustainabili-ty action. Indicators tomeasure advancesand gaps in ESD at national level need tobe developed.

Better coordination between Govern-ments, academic and research institu-tions, NGOs, community-based organi-zations, women’s groups and the privatesector is required for successful imple-mentation of ESD. In some cases, institu-tional frameworks may need to be creat-ed to achieve this. To facilitate ESD, poli-cy and legal support is often needed. Itshould help to foster active citizenship toensure effective suitable legislation.There is also a need for dialogue be-tween stakeholders at local, national andinternational level for better collaborativeaction and synergy. ESD needs proactiveengagement of the private sector withthe educator community in order to driveeducational processes towards sustain-ability.

The visibility of Education for SustainableDevelopment must be strengthened invarious ways. To achieve this, the mediamust be engaged as a full and equal part-ner. It will not be possible to achieve thefundamental aspirations of ESD withoutthe meaningful role of the media in thedevelopment, dissemination and commu-nication of ESD information and content.



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Various actors need to be more involvedand supported within the scope of theUN Decade. The key role of teachers andeducators – who are the cornerstones ofESD – needs greater recognition and sup-port. Innovative teaching and experi-mentation need to be encouraged. Fur-thermore, programmes for people withspecial needs are required. In addition, asthe majority of the world’s population,youth must be involved much more inthe design of Education for SustainableDevelopment. There is a need to fosterleadership and develop capacity withinour young people to help develop newways of building partnership for ESD.

ESD needs to focus on programmes thatlead to behavioural change, especiallyconsumer behaviour in the case of socie-ty in general. Analysis of economicmechanisms, consumption patterns andlifestyles is required as foundation forreorienting education. ESD needs to en-gage with current issues such as climatechange, threat to biodiversity and thefood crisis. In addition programmes suchas those focused on Disaster Risk Reduc-tion need to integrate ESD into theirstrategies.

ESD must focus on the goal of reducingour global ecological footprint and notjust promoting an education that perpet-uates the causes of our economic, envi-ronmental, social and cultural challengesin daily life.

Several existing networks can bestrengthened for sharing ESD ideas andpractices. Conscious effort is required toensure relevant material flows betweennetworks. UNESCO as the lead agencyfor the DESD, needs to be strengthenedand empowered to play its role effective-ly. Also other UN agencies, especially theUnited Nations Environment Pro-gramme, the United Nations Develop-ment Programme and the United NationsChildren's Fund, have programmesthrough which effective partnerships canbe strengthened and more synergy becreated for Education for Sustainable De-velopment. Strong political will andgreater engagement of National

Commissions for UNESCO in regard toimplementation of the DESD, includingthe facilitation of inter-ministerial coop-eration, is also required. Existing frame-works and strategies at national and in-ternational levels, such as the HyogoFramework for Action, the United Na-tions Framework Convention on ClimateChange, the Convention of BiologicalDiversity and the Earth Charter, need toengagemore closely with ESD. There is aneed to give voice to all ESD stakehold-ers and reflect on what ‘progress’ meansin ESD. M&E helps us to ascertainwhether we aremaking a difference. Thisneeds to be planned and reportedthrough a multi-stakeholder process.

A Call for Action: The urgency to actwas felt in all sectors. The initial years ofthe DESD were focused on creatingawareness, in stressing the need for ESDand in initiating a number of pilot proj-ects. These years saw the mandate ofESD being converted into programmeinitiatives. It witnessed new partnershipsand saw innovative approaches forreaching out, and to increase effective-ness.

The second half of the Decade is seen asthe time to scale up these efforts, to mo-bilize more people, institutions andresources for ESD, and to act in a waythat leads to significant behaviouralchange at all levels: change in the waywe produce and consume; change in theway we see equity; and change in theway we recognize these issues. It is im-perative for humankind to act together inpartnership in order to generate a moresustainable future.

This report was compiled by the Conference Rap-porteur in charge of the Conference workshops,Kartikeya Sarabhai, Center for Environmental Edu-cation, India. Among other inputs, it is based on thereports produced by the rapporteurs in charge ofthe four thematic clusters: Hilligje van’t Land, Inter-national Association of Universities; OversonShumba Copperbelt University, School of Mathe-matics and Natural Sciences, Zambia, andUNESCO Monitoring and Evaluation Group; KonaiThaman, UNESCO Chair in Teacher Education andCulture at the University of the South Pacific, Fiji,and International Advisory Group of theWorld Con-ference; Mirian Vilela, Earth Charter InternationalSecretariat, Brazil/Costa Rica, and UNESCO Refer-ence Group for the UN Decade of ESD.


Workshops

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Workshops

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Education for Sustainable Development (ESD) can contribute substan-tially to addressing key sustainable development challenges. Indeed, with-out reorienting education, successfully confronting issues like water andclimate change, among many others, will not be possible. Moreover,introducing sustainable development issues into all areas of education willhelp to make education more relevant. Engaging students and learners incontemporary questions related to development brings education closer tolife and enhances the learning experience by stimulating motivation andinterest. The following workshops were part of this thematic cluster:

1. Education for Water Sustainability: Where Decades Meet2. Strengthening the Educational Response to Climate Change

Internationally3. Advancing Sustainable Lifestyles and Responsible Consumption

through ESD4. ESD and Disaster Risk Reduction: Building Disaster-Resilient

Societies5. Educating for Food Security: the Contribution of ESD6. AIDS, Health and Education for Sustainable Development7. Mainstreaming Biodiversity into Education and Learning8. The Economic Pillar of Sustainable Development: Educational

Approaches

Workshop Cluster IRelevance of ESD for Key SustainableDevelopment Challenges



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Workshop 1: Education for Water Sustainability:Where Decades Meet

Coordinators: Miguel Doria, UNESCO; Almut Nagel, German Federal Ministry for the Environ-ment, Nature Conservation and Nuclear Safety; Charlotte van der Schaaf, UN-Water DecadeProgramme on Capacity Development

Conference Objective 1: To Highlight the Essen-tial Contribution of Education for SustainableDevelopment (ESD) to All of Education and toAchieving Quality EducationWhy is ESD relevant?

Water is an essential and cross-cuttingtheme for Education for Sustainable De-velopment, being a foundation of econ-omy, society and the environment. Be-cause of the global challenges, includ-ing demographic growth, climatechange, hydro-hazards, urbanisation,sanitation, hygiene and food security,this theme is highly important. More-over, there is an urgent need for highlyqualified professionals in water and ed-ucation.

Conference Objective 2:To Promote InternationalExchange on ESDWhat can we learn from eachother?

Presently, there is no consensus on sustainable watermanagement paradigms worldwide. This requires spe-cific action and indicators could be developed in orderto learn from each other. Educational institutes shouldexplore and exchange information about innovativeteaching and learning methods, such asproblem-based and action-oriented learning. Manyefforts are made but are not yet connected and well-coordinated.

Conference Objective 3: To Carry out aStock-taking of DESD ImplementationWhat have we achieved so far, what are thelessons learnt?

International programmes and networks are activelyworking on water education, including the Interna-tional Hydrological Programme (IHP), chairs and cen-tres, the UNESCO Associated Schools Project Network(ASPnet), the UNESCO Institute for Hydrologic Educa-

tion (UNESCO-IHE), the UNESCO-UNEVOC Interna-tional Centre for Technical and Vocational Educationand Training, and the University twinning networkingscheme (UNITWIN). Sustainable schools and univer-sity programmes in various countries around theworld have been set up to work on water education

and implement action programmes. Fur-thermore, first pilot efforts have beenmade to introduce MSc and PhD courseson water into university curricula. Also,sustainability training programmes foreducational institutions, private compa-nies and schools have been developed.A large number of educational materialsare already available. Efforts have beenmade to introduce other water-related is-sues, such as human rights, into curricu-la. There is a growing forum of people in-terested in water education. Good net-works and cooperation between NGOs,government, schools etc. in certain re-

gions and countries do already exist. Many regionalprojects about water are being developed and imple-mented.

Conference Objective 4: To Develop Strategiesfor the Way AheadWhere do we want to go from here?

As main strategies for the way forward, the partici-pants called for urgent action by the following actors:

Governments should undertake action to providegood training of water and education professionals,to change the attitude and behaviour of all stakehold-ers, including students, communities and teachers,and to provide an environment in which trainers,teachers and students can learn, because learningis a long-term process, and in which teachers canteach.

International organisations should undertake action tocreate more exchange and knowledge platforms forwater and education professionals and to developneeds assessments for capacity development, e.g. to

Matthew Hare explaininggroup work results


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set priorities, and establish pilot projects and pro-grammes to implement capacity development.

Local actors, including local governments, the privatesector and local NGOs, should undertake action to en-able and support active participation of local commu-nities in defining the value of water and in teachingcommon values related to sustainable development.

Main Recommendations for ActionThe following main recommendations for action weremade for each of the four levels of education.

Community and StakeholdersKnowledge and information as well as participatory(and other) tools should be provided and made avail-able (free of charge) to assist communities in estab-lishing and articulating (local) views about the value ofwater before making decisions about (private/public)access and allocation. This should be based on a com-bination of minimum needs, historical rights, and eco-nomic, environmental and cultural values. The trainedsupport of local governments is required to enhancethe application of effective participatory tools and tech-niques, where needed, to ‘teach’ water values.

School EducationStudents should be made aware of the importance andvalue of water and how to appreciate it. Teachersshould promote and demonstrate the social, econom-ic and environmental value of water, through cross-curricular classes in development and ethics, to fosterpositive attitudes and behaviour of children and com-munities. Hands-on experimentation is needed as wellas cultural understanding. Also, the gap between re-gional aspects and global problems should be bridged.Governments, together with other stakeholders,should work on developing databases for access toand use of existing materials. Teachers should betrained to use these existing materials. Incentives areneeded to motivate teachers to put this into practice,e.g. through cooperation between governments andpublic enterprises.

Technical Vocational Education and Training (TVET)Demonstration projects for integration of vocationaleducation and training approaches in the water andsanitation sector should be set up with the support ofUNESCO. Occupational competencies regarding waterand sanitation should be developed and introduced forworkforce qualification (especially in developing coun-tries). Investments in infrastructure should be comple-mented by training of technical staff and policy-makersto maintain and manage these investments. Trainingand support for implementation phases of low-cost,

innovative and soft technologies are also needed.Multiple stakeholder partnerships (public-public, pub-lic-private, etc.) could be established to support this,especially in the case of pre-service, in-service andon-the-job training. Training should be designed toenable the learners to bridge the gap between theo-retical aspects and practice needed in the labour mar-ket. Such training should be conducted either formal-ly or informally and must keep pace with the aspect oflife-long learning. Guidelines and databases are need-ed to support this effort.

Higher EducationUniversities should open a window to the world andvice versa, e.g. action-research, problem-based learn-ing and experiential learning are needed. Universitiesshould contribute to sustainable education by raisingawareness for sustainable behaviour with respect towater among future decision-makers. They shouldcooperate with society, and engage in teaching and re-search in the community and in schools. Universitiesthemselves should take the lead in practising sustain-able use of water.

Universities should develop mechanisms to ensurethat teaching materials on basic knowledge and state-of-the-art water management are available. It is theresponsibility of higher education to prepare andprovide such state-of-the art material free of charge.The higher education sector should develop an aca-demically recognised peer-review process for state-of-the-art and innovative teaching materials, whichshould be communicated more broadly. Commitmentby the higher education sector is necessary to ensurethat its work influences the implementation process.

Changes in academic structures should reflect theefficacy of successful university interventions inimproving best practices in communities. More em-phasis should be put on effective action programmes.

There is not one single body of knowledge about theway water should be managed. Universities must takestrong measures to ensure that the existing range ofparadigmatic approaches is made available to thepublic.

Workshop rapporteur: Erick de Jong, UNESCO-IHEInstitute for Water Education



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Workshop 2: Strengthening the Educational Response toClimate Change Internationally

Coordinators: Laurence Pollier, United Nations Framework Convention on Climate Change;Philippe Saugier, Carboschools; Reuben Sessa, Food and Agriculture Organization of the UnitedNations

OverviewNinety participants, comprised mainly of senior repre-sentatives from Government Ministries of education,environment and development, universities, intergov-ernmental organizations and civil society from all overthe world (developed and developing countries alike)joined together to share visions, ideas and best prac-tices in a 5-hour workshop, split over two days, whichwas designed to identify strategies and a practical planof action toward scaling up the educational responseto climate change.

Workshop participants stressed the urgency for large-scale investments for a transformative education, i.e.a critical values-based, integrated participatory ap-proach which enables empowered citizens to movefrom learning the facts towards taking action; and thisnot in the margins, but in the centre of daily educa-tional practices everywhere in the world.

Given the global urgency and political pressure of theclimate change issue, the workshop participants urgedUNESCO to make the development of a global strate-gy for Education for Sustainable Development (ESD)a priority. This was also articulated within two para-graphs of the Bonn Declaration, which was adopted atthe end of the Conference:

"The participants in the 2009 World ESD Conferencerequest UNESCO, as lead agency responsible for theUN DESD [United Nations Decade of Education forSustainable Development], to: (...)f) Highlight the relevance and importance of educa-tion and training in the UN Climate ChangeConference (COP 15) in Copenhagen, Denmark, inDecember 2009 in consultation and co-operationwith other partners.

g) Intensify efforts and initiatives to put climatechange education higher on the internationalagenda, in the framework of the DESD, in the con-text of UNESCO’s strategy for action on climatechange, and as a component of UN-wide action."

This workshop report demonstrates that:• a community of international and intersectoral ESDand climate change stakeholders is committed to joinforces in the planning, design and implementation ofa large-scale plan of action;

• a first collection of directions and experiences canand should be further compiled to act as a founda-tion for planned activities.

Participants call for a thorough design and planningphase and accordingly urge UNESCO to establish anaction-oriented task force and a rigorous multi-dimensional analysis methodology to drive theprocess, leading to a full-scale implementation duringthe second half of the DESD. Therefore:


ESD must focus on the goal of reducing our globalecological footprint (and increasing our handprint byincreasing our actions for sustainable development)and not just promoting quality education that perpet-uates the cause of our environmental, social, culturaland economical issues in the daily real-life context.

Workshop coordinators introducing the programme


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Conference Objective 2: To PromoteInternational Exchange on ESDWhat can we learn from each other?

The topic of climate change concerns us all. We canonly solve the problem if we all work together at alllevels and across all sectors. Many best practices exist;what is needed is an exchange of existing action andgood practices to enhance the capacity of stakehold-ers in addressing the challenges in climate changeeducation.


Awareness of climate change is high; open questionscontinue to exist on how to educate people in order tomove from the awareness level to a base of empow-erment, engagement and action. This calls for a closeconnection between high-quality educational researchresults and processes that empowers and transformsclimate change education at all educational levels.


Workshop participants recommended the followingtwo paragraphs for the Bonn Declaration:

1. We recognize climate change as the most seriousthreat to sustainable development in our time andagree to intensify efforts in our education andtraining systems to address this challenge by de-veloping and implementing a 5-year Action Planunder the umbrella of ESD.

2. (We) request the Director-General of UNESCO, inconsultation and cooperation with other partners,to highlight the relevance and importance ofeducation and training in the preparation of theUN Summit on Climate Change (COP15) in Copen-hagen in December 2009.

Workshop rapporteur: Pamela Puntenney, Co-Chairof the Education Caucus for the UN Commission ofSustainable Development

Workshop participants



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Workshop 3: Advancing Sustainable Lifestyles andResponsible Consumption through ESD

Coordinators: Fabienne Pierre, UNEP; Victoria Thoresen, Consumer Citizenship Network

This workshop was divided into a number of sessionswhich were all characterised by a series of small groupdiscussions; sharing of experiences, lessons learnedand best practices from attendees representing insti-tutions from across the world; and questions and con-tributions from the floor.


Education, as defined in this workshop, entails ac-tions integrated to formal and informal education butalso professional training and lifelong learning as wellas information and sensitisation of citizens. Con-sumption, as defined in this workshop, entails allactions that imply selecting, buying, using, caring anddisposing of goods and services, and which are con-sidered to significantly shape contemporary lifestyles,representations, attitudes and behaviours. Lifestyles,as defined in this workshop, entail the choices and be-haviours of individuals and communities in theirevery-day lives. The social and environmental dimen-sions of such choices today bring us to consider notonly its economic dimension but also its ethical andpolitical dimensions.

Education for Sustainable Consumption (ESC), acore theme of Education for Sustainable Development,is essential to train responsible citizens and consumersin this context: individuals need to be aware of theirfundamental rights and freedoms, appropriately in-formed to participate actively in the public debate, ori-ented towards a conscientious participation in themarkets. Hence, ESC has become a core componentof ESD and global citizenship and generates aware-ness of the interrelatedness of central ESD issues: “Cit-izens need training in how to define issues; gather,handle and apply relevant information; consult; plancourses of action; make choices; analyze and assessthe consequences of their actions, and reflect upon theeffect the have made locally, nationally and in a glob-al context. This is particularly true in their role as

consumers”1. It contributes to understanding the sym-bolic aspects of consumption and to recognition of themoral and civic responsibility behind sustainablelifestyles.

ESC can be seen as an integrated approach partlybased on the merging of sustainable development andconsumer education. Consumer education policies atnational level generally aim at individual empower-ment (consumer rights, household budgeting, criticalthinking skills) but also at promoting public interest.However, in most cases the promotion of public inter-est through consumer education focuses on politicaldimensions of consumerism rather than on social andenvironmental ones. ESC, as a cross-cutting issue,could go further to combine all those aspects and be-come a new educational paradigm to raise educationlevels without creating an ever-growing demand forresources and consumer goods, to foster responsibleindividual and collective choices towards the environ-ment and society. In this perspective, Here and Nowdefines ESC as follows: “Education for sustainableconsumption consists of the acquisition of knowledge,attitudes and skills necessary for functioning in today’ssociety. It is responsibility learning which aims to con-tribute to the individual’s ability to manage his own lifewhile also participating in the stewardship of the glob-al society’s collective life.”2 The objective is to em-power people so that they are able to responsiblymanage their social and environmental impacts, butalso to participate in and stimulate the public debateabout values, quality of life, responsibility andaccountability.


Despite increased awareness of the human impact onthe environment and a greater focus on the conse-quences of individual lifestyle choices, sustainableconsumption is still not always seen as a central topicin educational systems and is not identified as apriority in national education policies. In fact, many as-pects of sustainable consumption and development

1 CCN The Consumer Citizenship Network. Project Report Year 3. 2005-2006: 62 United Nations Environment Programme / Marrakech Task Force on Education for Sustainable Consumption. Working paper: HERE and NOW: Edu-cation for sustainable consumption. Recommendations and Guidelines. 2008: 3


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are already taught in schools, but ESC often remainssporadic or hardly visible due to a lack of cohesivenessand innovation. Yet, meeting the challenge of sustain-able consumption will demand an appropriate reori-entation of formal education, both in terms of institu-tions and curricula. Including ESC into nationalsustainable development strategies is an opportunityto do so at different levels: development of educationpolicies from primary schools to high schools, adap-tation of teacher training, promotion of sustainableeducation institutions and creation of pedagogicalapproaches and tools based on constant interactionbetween educators and other ESC actors, especially atlocal level. Furthermore, ESC must be built uponsocial, economic and cultural diversity to reach out toall urban and rural areas, developed and developingcountries, wealthy and at-risk populations, as ESCconsists in challenging behaviours and beliefs to reor-ganize our lifestyles worldwide.


The following points were emphasised during theworkshop:

• There has been greater access to scientific informa-tion exchange and assessment as the topic of ESCand the mandate of the UN Decade of Education forSustainable Development (DESD) have gained invisibility and interest at both policy and informaleducation level;

• An increased awareness of the consequences of pres-ent lifestyles on the environment and society isreflected in the products available on the market – anavailability made possible by the choices anddemands of consumers;

• The development of life cycle approaches to productsand services, by both producers and consumers,have entered both the economic and educationrealms rendering it easier to educate people.


Based upon the values of sustainable development,education for sustainable production and consumptionshould be included as an integral part of Education forSustainable Development and therefore lobbying for

the inclusion of ESC at all schools levels is essential inbringing about change. Education for sustainablelifestyles should include all stakeholders, with partic-ular attention to youth and policy-makers. Educationfor sustainable lifestyles should be lifelong, interdisci-plinary, innovative and include, among otherdimensions, citizenship training as well as knowledgeof systems and processes.

Strategy 1: Developing Education and ResearchPolicies for Sustainable Consumption� Adapting School Programmes and CurriculaEducation has a role to play in protecting individualsand giving them the means to keep making free andinformed choices. In the framework of education forsustainable consumption, media literacy is thereforeneeded for people to be able to understand, analyzeand evaluate the overwhelming amount of messagesthey receive every day. ESC addresses topics asdiverse as life quality and lifestyles, resources,economics, consumption and the environment, con-sumer rights and responsibilities, health and safetyand global issues (environment, poverty, humanrights, etc.). In the framework of citizenship and me-dia literacy, information management (digital and me-dia, advertising and persuasion, labelling) is alsoamong the important themes covered by sustainableconsumption. Among other key elements, media lit-eracy stands as a crucial pillar of ESC, a necessarycondition for informed and responsible behaviours. Inthis regard, the Here and Now Guidelines presentedduring the workshop suggest several ESC imple-mentation options to be adopted by educationpolicies: 1) mainstreaming ESC as part of existing sub-jects/disciplines; 2) teaching ESC as a crosscutting in-terdisciplinary theme and/or incorporated into projectsand other activities as well as in schools clubs and af-ter school activities; 3) integrating ESC as a specificsubject. 3

� Fostering Research on ESCComprehensive research is essential to strengthen thefoundation for what is taught in ESC. It is meant toprovide data on consumption patterns and their vari-ous impacts as well as on how different cultures ac-cept or reject changes. Research can examine a diver-sity of approaches to sustainable consumption basedon different social, economic, geographic and cultur-al conditions. Didactic questions are also important:how to teach sustainable consumption; the choice oftopics, facts and pedagogical approaches relevant todiverse cultural contexts.

3 See ibid., p. 17



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Strategy 2: Providing Teachers with the Right Meansthrough Initial and Continued TrainingOne of the main conditions for educational curriculaand pedagogical tools on ESC to be efficiently devel-oped and implemented is for teachers and trainers tounderstand its relevance in education patterns as wellas in their own disciplines. They first need to be in-formed about what is at stake and what is the diffi-culty – bringing sustainability into young people’score values, translating abstract and complex issuesinto individuals’ daily life – but also to be given well-adapted tools to develop lesson plans. Reorientingteacher education therefore stands as a strong rec-ommendation in the Here and Now Guidelines pre-sented in the workshop: “Facilitate teaching andteacher training which strengthens global, future-oriented, constructive perspectives within educationfor sustainable consumption.”4

Strategy 3: Building Supportive EducationalInstitutionsESC policies without relevant infrastructures andmeans at institutional level are unlikely to be imple-mented efficiently. Teachers and students need theireducational institutions to adapt their own manage-ment systems to recognize sustainable consumptionas a legitimate issue and to understand the actions itrefers to. For educational institutions, adapting man-agement systems takes effect through sustainableprocurement, equipment, building management, pub-lic administration and services as well as participationof staff and students in school events on sustainable

consumption. In addition, integrating ESC into cam-pus management is one of the objectives of SchoolAgenda 21 in the framework of the Local Agenda 21process.

Strategy 4: Developing Appropriate PedagogicalApproaches and ToolsESC relies on the ongoing and coherent developmentof pedagogical approaches and tools. But ESC facesseveral challenges, tackled by those who develop anddisseminate resources and tools. The concept of sus-tainable consumption itself is perceived as difficult totranslate into people’s daily reality; didactic resourcesavailable are fragmented, sometimes based on out-dated scientific data or models not adapted to real lifeand students’ experience; and students tend toexpress disillusionment, passivity and a sense of pow-erlessness that makes it difficult to create themotivation for them to be actors of change. Numerousresources have been developed at international, re-gional and national levels, including tools for settingup projects and lesson plans on ESC at school and out-side the classroom. They could be adapted to differentcontexts and disseminated through educational net-works and platforms.

Workshop rapporteurs: Fabienne Pierre, Consultant,Sustainable Consumption and Production Branch ofUNEP Division of Technology, Industry and Econom-ics; Morgan Strecker, Consultant, Sustainable Con-sumption and Production Branch of UNEP Division ofTechnology, Industry and Economics

4 See ibid., p.7


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Workshop 4: Education for Sustainable Development andDisaster Risk Reduction: Building Disaster-ResilientSocieties

Coordinators: Christel Rose, United Nations International Strategy for Disaster Reduction;Badaoui Rouhban, UNESCO; Kristine Tovmasyan, UNESCO; Olivier Schick, French NationalStrategy for Disaster Reduction Platform

IntroductionThe aim of the workshop was to stress the link andcontribution of Disaster Risk Reduction Education(DRRE) to Education for Sustainable Development(ESD) by raising the audience’s awareness of themutually supportive nature of both concepts, as pre-sented in the workshop background document. Thesession was divided into five parts: advocacy to policy-makers, capacity-building, formal education, non-for-mal education, and educational infrastructures. Eachsession was introduced andmoderated by a facilitator,outlining key concerns and achievements as well asmajor challenges ahead, followed by a brainstormingdiscussion for each session.

Conference Objective 1: To Highlight the Essen-tial Contribution of Education for SustainableDevelopment to All of Education and to Achiev-ing Quality EducationWhy is ESD relevant?

Disasters represent major obstacles to achieving UNMillennium Development Goal 1 for poverty reduction.Reducing disaster risks and their impact has thus grad-ually become an important development issue in itsown right. Since the United Nations Conference onEnvironment and Development (UNCED) in Rio deJaneiro in 1992, disaster reduction has been recog-nised as an integral component of sustainable devel-opment (Agenda 21, Chapter 3). The relevance of thecross-sectoral nature of disaster risk reduction toachieving essential elements of sustainable develop-ment (poverty reduction, environmental protection)was reaffirmed in 2002 on the occasion of the WorldSummit on Sustainable Development in Johannes-burg. The linkage between disaster risk education andsustainable development has also become more andmore visible on other international agendas. 5

The Hyogo Framework for Action’s (2005-2015) The-matic Area 3 focuses on strengthening networks andpromoting dialogue and cooperation among disasterexperts, technical and scientific specialists, plannersand other stakeholders to build an overall culture ofsafety and resilience through knowledge sharing andeducation. In particular, it promotes the integration ofdisaster risk reduction into formal, non-formal, infor-mal education and training activities. In 2005, the thenUnited Nations Secretary-General, Kofi Annan, em-phasised: “Our biggest challenge in this new centuryis to take an idea that sounds abstract – sustainabledevelopment – and turn it into reality for all the world’speople”. To turn sustainable development into reality,education is an important process which can produceyoung professionals who can provide important toolsand methodologies to supply expertise. For the en-hancement of sustainable development, disaster riskreduction must become an integral part of education.

Conference Objective 2: To Promote Interna-tional Exchange on ESDWhat can we learn from each other?

It was agreed that advocacy and education shouldfocus on vulnerability reduction and how to build theresilience of communities and nations to disasters,focus on a specific local context and be locally inter-nalised so as to achieve a long-term and sustainableculture of safety worldwide. The positive aspects ofrisks should also be taken into consideration whilst acost-benefit analysis of DRRE and its impact should bedeveloped. Advocacy should target appropriateagents for change, depending on actual needs and de-mands, and should have specific entry points, such asclimate change processes to reach higher politicalcommitment for disaster risk reduction. The major roleplayed by the media in the area of education, infor-mation and experience-sharing was also stronglyreaffirmed.

5 WCESD Concept Note: Learning to live with risk- disaster risk reduction to encourage education for sustainable development, March 2009.



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Capacity-building should assess the existing capac-ities, building on context-specific local knowledge andwisdom. It should contain practical examples andshare experiences linked to disaster risk reductionimplementation. There are specific means to enhancecapacity-building programmes. While it is importantto focus on a single coherent capacity-building strate-gy, context-specific approaches are also required.Thus, capacity-building needs a balanced mix of glob-al and regional initiatives, as well as locallycustomised and blended learning programmes.

The session on formal education was introduced asan expanded notion of access to quality education forall. A three-tiered model of basic life skills and qualityeducation was presented.• Formal education, an ideal of the universal provisionof education based on life skills for all children andaudiences, as called for in international commit-ments. Quality interventions at this level are struc-tured;

• Other curricula-based interventions are possible andare offered outside the formal school curricula;

• Interventions based on life skills depend on address-ing the specific aspect of competing risks or the needfor a target population.

The non-formal education section began withexamples of vulnerability, development and the gapbetween knowledge and practice. Three key issueswere pointed out as the core reasons for existing gapsin the sustainable development process. Firstly, thecause and effect relationship between disasters anddevelopment has been ignored. Secondly, disastersare usually seen in the context of emergencyresponse, and thirdly, the concept of sustainabledevelopment seems to be overlooking the aspect of“Safety”.

Finally, the educational infrastructure session high-lighted the urgent need to ensure that all educationcommunity centres, schools, universities and all train-ing and learning establishments offer a safe environ-ment through proper school safety initiatives, shouldwe wish to meet the objective of UNESCO's Educationfor All initiative of bringing all children to school by2015. Experience of past disasters has shown that theresources spent on teaching students are squanderedthe day after a disaster, when all efforts are concen-trated on finding the children under the collapsedinfrastructures and piles of rubble. This destroys allsustainability efforts that were aimed at, in addition towiping out the next generation of educated experts

who would have been the pillars of Disaster RiskReduction and Sustainable Development.


The Hyogo Framework for Action, adopted by 186United Nations Member States, emphasizes educationand public awareness as key priorities for action toachieve effective disaster risk reduction. Global andregional task forces have been set up and a UN the-matic platform on knowledge and education led by UNfocal points (UNICEF, UNESCO, UN ISDR) bringingtogether a wide range of partners, including govern-ments, civil society and academic institutions, havetaken pro-active roles in promoting the recognition ofrisk reduction education as a top priority of nationaleducation agendas. High level advocacy initiatives,policy guidelines as well as specific tools and method-ologies including a Golden Library on Disaster RiskEducation Materials have been developed to guide ed-ucation policy-makers in integrating disaster risk re-duction into the national education agenda, schoolcurricula and higher education, and in implementingschool safety initiatives.


In conclusion, the workshop participants agreed that“Disaster Risk Reduction Education is one of the pil-lars for achieving ESD and should be considered as apriority area for action to implement the second half ofthe UN Decade of Education for Sustainable Develop-ment”. To achieve this goal, and to enhance thesynergy between ESD and DRR education activities,policy advocacy, capacity-building, formal and non-formal education (including school as well as highereducation in DRR), and safe educational infrastruc-tures should represent key elements and entry points.In particular, specific emphasis should be given tolocalization and customization, respecting cultural as-pects, traditional knowledge and wisdom. The visual-isation and links to everyday life can be effective toolsfor Disaster Risk Reduction (DRR) Education and ESD.The collaborative action programme of DRR and ESDshould be included in the mid-term review of the HFA,followed by targeted outcomes by the end of ESD andthe Hyogo Framework of Action. It was proposed that“Zero mortality of school children by preventable dis-asters by 2015” should be included in the ESD target.


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Partnership-based local projects and their proper eval-uation also need to be re-emphasised, and finally, DRRin ESD needs to have institutional and judicial argu-ments. To enhance the institutional base of DRR-ESDlinkages, it is urged that the respective educationalministries and focal agencies should undertake andimplement the Hyogo Framework for Action (Priority3) as a key policy tool and one of the national educa-tion agenda's key priorities.

Finally, there is a clear understanding that there is nocompetition between agencies, concepts, ideas or be-tween DRR and ESD. Both concepts are mutually sup-portive and collaboration of efforts between all shallallow to reach their respective objectives. After all, weare all striving to build a sustainable and resilientcommunity in which we all can live with equal oppor-tunities for survival. We all have the right to be awareof the risk we live in, thus Disaster Risk ReductionEducation is a vital priority in the overall ESD context.

Workshop rapporteur: Rajib Shaw, KyotoUniversity, Japan

Desmond Fillis, Secretary-General of the South AfricanCommision for UNESCO



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Education, and specifically Education for Rural People(ERP), is essential for reducing poverty and hunger,improving living conditions of rural people, enhanc-ing agriculture and building a sustainable and food-secure world. In particular, education is important forpopulations in rural areas, as four out of five childrenthat do not have access to school live in rural areas.Education for Rural People is an essential part ofEducation for Sustainable Development and Educationfor All (EFA). Research has shown that there is adirect correlation between ERP and food security. ESDthus needs to offer educational opportunities for ruralpopulations.


People – not institutions or technology – are the driv-ing force of development. Education for Rural Peopleis the neglected key to food security and to achievingthe Millennium Development Goals (MDGs). Food se-curity is a key element for ensuring a sustainableworld, and for our own survival. This requiresenhancing Education for Rural People. ERP offersopportunities for partnerships and important ex-change between Governments, the private sector,farmers’ associations, producers’ groups, civil societyand academics in order to promote sustainable ruraldevelopment.


Education for Rural People is a key component for sus-tainable development. The 2005 Education for AllHigh-Level Group meeting in Beijing identified ERP asone of the 3 priority areas for promoting and advanc-ing EFA. The positive impact of Education for Rural

People on food security and on achieving universalprimary education (MDG 2) has been recognized,showing that the correlation between food securityand primary education for rural people is very high.

The education expert groups of the G8 also identifiedEducation for Rural People as a key element for ad-dressing the various crises our world is facing, as wellas for promoting sustainable development. The keylessons learnt are the importance of intersectoral andinterdisciplinary work and of political will to tackle theeducational needs of rural populations. These popula-tions are those that play a central role in ensuring theworld’s food security.


The ongoing financial and economic crisis could draweven more people into hunger and poverty. The struc-tural problems of hunger, undernourishment, illitera-cy, lack of access to land, credit and employment,combined with high food prices remain a dire reality.Thus international actions aiming at contributing toeradicating extreme poverty and hunger, and promot-ing sustainable development by increasing access toquality education need to be reinforced. There is inparticular a need to develop a strong positive em-powerment programme to promote Education for Ru-ral People as a key component of ESD. This pro-gramme should not just focus on formal education,but also focus on non-formal and informal education,taking into account all those who live in rural areas.This educational programme needs to focus on basicskills, as well as skills for work and for food security.

Workshop rapporteur: Pascal Valentin Houénou,Université d’Abobo-Adjamé, Cóte d’Ivoire

Workshop 5: Educating for Food Security –the Contribution of ESD

Coordinators: Lavinia Gasperini, Food and Agriculture Organization ofthe United Nations; Benedikt Haerlin, Foundation on Future Farming

Benedikt Haerlinexplaining

the work plan


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Workshop 6: AIDS, Health and ESD

Coordinators: Donald Bundy, World Bank; Chris Castle, UNESCO


There was common agreement among the workshopparticipants – 29 participants from 22 countries in fourworld regions – that sustainable development cannotbe achieved while the health needs of millions of peo-ple around the world remain unmet. On the basis ofthe Expanded Commentary on the Dakar Frameworkfor Action and the discussions held during the confer-ence, it is possible to describe three ways in whichhealth relates to Education for Sustainable Develop-ment. First, health can be considered as an input andcondition necessary for learning and working, asdemonstrated by the numerous studies and clear da-ta on the impact of illness on cognitive abilities andworking performances, with a potential spiral of caus-es and effects between health and ESD which subse-quently increases the vulnerability of societies. Sec-ondly, health can be seen as an outcome of effectivequality Education for Sustainable Development: aclean and safe environment, solid economic perform-ances that allow basic needs to be met, strong andconstructive social and cultural relations represent alltogether a veritable “social vaccine”. Thirdly, healthshould be considered as a sector that must collaboratewith Education for Sustainable Development in pro-moting an inclusive approach across fields of special-isation, encouraging comprehensive and lifelonglearning processes directed to the full development ofhuman potential.


Common challenges were the basis for a dialogueamong the workshop participants, who focused on themain obstacles and difficulties as well as mutual un-derstanding in ESD and health, and on the exchange ofpractices and potential solutions. The discussionraised a number of important issues, which were lateranalysed in order to establish a shared set of prioritiesand objectives. Participants inter alia discussed the re-lations and reciprocal influences between transfer of

knowledge, empowerment and changes in attitudes inthe field of health and ESD, especially within theframework of formal education. Moreover, participantsdebated the challenges of prevention education andthe confrontation with potential social and cultural ob-stacles like gender inequality, national and local pow-er dynamics, generational gaps, language and cultur-al and religious beliefs, with particular attention tounderstanding and challenging the social stigma ofHIV and AIDS. Finally, workshop participants dis-cussed the impact of poverty, conflict and corruptionon the development and implementation of effectivestrategies in promoting health and ESD, and the diffi-culties of reaching isolated or remote populations.


Answering the challenges and questions raised in thefirst part of the workshop, participants agreed thatglobal progress has nevertheless been made in sever-al fields, with the main achievements being the resultof both the specific lessons learnt and a strong and in-fluential political will. Among the positive and con-structive experiences shared was the effectiveness ofan inclusive approach across sectors, linking the gov-ernmental efforts in the field of health and educationwith the initiatives led by different ministries anddepartments, as well as civil society actors, and inter-national partners, in the ESD fields of environment,economy, society and culture. In particular, it was not-

Workshop coordinators moderating participants’ interventions



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ed that free education should also be supported by tar-geted assistance for the most vulnerable children tomeet their basic needs and avoid drop-out effectswhile the inclusion of health and ESD subjects in thecurricula of primary, secondary and tertiary level edu-cation can guarantee that school enrolment becomesa determinant variable reducing the exposure of chil-dren to HIV and AIDS and other diseases.

Moreover, participants underlined the relevance andcomplementarity of non-formal education processesand mass media participation, with specific examplesranging from the use of community radio to raisingawareness about health and nutrition issues, to tradi-tional theatre performances as a tool to discuss, de-mystify and overcome the social stigma of HIV andAIDS.

Finally, the relevance of value-driven examples androle models as important support for ESD and healthpolicies was reflected in the cooperation between thehealth and education sectors and cultural and religiousleaders in prevention education; the establishment ofcommunity health centres also giving space to tradi-tional knowledge and medicine; the recognition andvalorisation of voluntary efforts at grassroots level.


When defining strategies to tackle the challenges ofHIV and AIDS and health within the framework ofEducation for Sustainable Development, priority wasgiven to the following four key issues:1. The importance of addressing the assets and re-

sistance deriving from the diversity of cultural atti-tudes and beliefs, considering in particular theprocesses of stigmatisation and the function of cul-tures and religions in the definition of gender rolesand power dynamics;

2. The need to encourage the complementary use ofnon-formal education in raising awareness andenhance prevention education, promoting a com-munity learning approach and underlining thepotential effect of mass media in health educationthrough ESD;

3. The reciprocal advantages of inclusive partner-ships and cooperation between different sectors ofthe Government and with different civil societyactors, both at national and international level;

4. The importance of ensuring appropriate and con-tinuous leadership and stimulating political will atall levels of society.

Five specific objectives for the second part of theDecade were then defined as follows:1. To position health education, including HIV and

AIDS, higher on the agenda of sustainable devel-opment and ESD, stimulating partnerships and ex-changes at national and international level to tack-le the complexity of the issue. To stimulate at thesame time a multi-sectoral approach, encouragingand supporting the role and work of internationalinstitutions, civil society organisations and the pri-vate sector in this field. The creation of permanentstructures facilitating this process should be en-couraged at national and regional level;

2. To acknowledge and promote the positive role ofculture, using traditional, scientific and religiousknowledge, beliefs and practices as vehicles ofchange in continuity and Education for SustainableDevelopment and health, building value-drivenrole models open to cultural diversity at local, na-tional and international level (with a particular rolefor the UN). There should be a specific focus onyoung people and gender equality;

3. To adapt the messages and tools for the promo-tion of health education and ESD to diverse con-texts and target groups, maximizing the use of for-mal, non-formal and informal channels of educa-tion and therefore ensuring the pertinence andquality of education. The use of both traditionaland modern forms of communication – from the-atre and music to radio, mobile phones, televisionand internet providers – should be encouraged inorder to raise awareness, stimulate critical accessto and use of information and run prevention edu-cation campaigns and activities;

4. To focus on building the capacity of politically andtechnically responsible persons to monitor, evalu-ate and influence ESD and health educationprogrammes and projects, with particular attentionbeing paid to young people, community owner-ship and leadership as a guarantee of long-termcommitment and sustainability;

5. To invite the media to play a more active role inESD and health education activities, recognisingand emphasising their important function andbuilding common ownership of and engagementfor the success of the programmes and projects.

Workshop rapporteur: Francesco Volpini, Co-ordi-nating Committee for International Voluntary Service


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Workshop 7: Mainstreaming Biodiversity into Educationand Learning

Coordinators: David Ainsworth, Convention on Biological Diversity; Ana Persic, UNESCO


Education for Sustainable Development recognisesthe importance of integrating knowledge and knowl-edge systems from a variety of sources and groups(i.e. traditional and local knowledge, scientific knowl-edge). Understanding ecosystem processes and therole of biodiversity requires systemic thinking, whichencourages and supports this process of integration.Moreover, managing natural resources requires a so-cial learning process, which could be one approachtowards reforming traditional education towardsinquiry-based systems, thereby ensuring quality edu-cation.


Biodiversity (especially ecosystems) illustrates globalinterdependences, the consideration of which is vitalto ESD. Secondly, the success of ESD depends on thestructural involvement of all relevant actors and ex-tending cooperation beyond the (formal) educationsector. The use of already existing internationally con-nected networks of knowledge, practice and researchand the promotion of the biodiversity-ESD nexus in acomprehensive concept is important. It is also essen-tial to involve all levels of government. Examples ofthis approach are eco-schools, UNESCO's AssociatedSchools Project Network, non-formal and adult learn-ing networks (Centre of Adult Education), profession-al training, Biosphere Reserves, UNESCO Chairs, UNUniversity research areas, the International Council forLocal Environmental Initiatives et al. National policydebates and existing mechanisms should be used tolink the desired learning and education goals.


The UN Decade of Education for Sustainable Devel-opment (DESD) has benefited from a reinvigoratedglobal debate on climate change and biodiversity loss.More environmental education is required in formaland informal education, with a better focus on biodi-versity in a more holistic way, involving links to ethical,social, cultural and economic aspects. It is also impor-tant to raise awareness of the importance of the workof civil society in biodiversity conservation, sustain-able use and education. In this respect, efforts are be-ginning to be made to link formal and informationeducation in the ESD context. In fact, a variety ofactivities have been implemented at all levels – fromlocal to international. However, some feel that thefavourable momentum of the Decade has not beensufficiently harnessed.


One aim would be to mainstream the opportunities of-fered by ESD into the work programmes of differentinternational organs, Government departments, pri-vate sector, NGOs, taking advantage of other eventsand processes such as the International Year of Biodi-versity in 2010 and the Conferences of the Parties(CoPs) of those Multilateral Environmental Agree-ments dealing with biodiversity. We should try toimprove the connection to UNESCO’s conventionsdealing with cultural diversity, the Man and the Bios-phere programme and Biosphere Reserves. Further-more, additional efforts should be made to strengthenlearning in informal contexts that links biodiversity tosustainable development. This should include com-munities’ intergenerational settings, local authorities,cultural and religious contexts. There is a need tobroaden the concept of training to a range of modali-ties of professional updating (e.g. e-courses, profes-sional dialogue, on-the-job learning, citizens’ dia-logues etc.).

Workshop rapporteur: Kiran Chhokar, Center ofEnvironmental Education, India



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Workshop 8: The Economic Pillar of SustainableDevelopment: Educational Approaches

Coordinators: Manzoor Ahmed, Institute of Educational Development, BRAC University;Gisele Mankamte Yitamben, Association pour le Soutien et l‘Appui à la Femme Entrepreneur


The global economic crisis creates an importantEducation for Sustainable Development learning op-portunity regarding the economic pillar of sustainabledevelopment. The crisis and our response to it suggestthat the economic pillar is the least developed and theleast taught. Moreover, participants underlined thatthe extent of global poverty, and the feminization ofpoverty makes the situation very urgent. A workshopparticipant suggested that “ESD is an antidote to thecauses of the crisis.”


Over 60 participants from 41 countries participated insmall group discussions on this question. Participantsreported many anecdotal cases of ESD in regard toeconomic initiatives in the various countries, althoughfew examples demonstrated success in makingeconomies more sustainable. It was suggested bysome that systematic analysis and case studies of ex-periences would indicate how and under what condi-tions ESD could contribute to sustainable economies.Many examples from different countries were pre-sented, including those illustrating the interactionbetween economic development and formal, non-formal and informal ESD but in general, it was agreedby participants that “the premises and assumptionunderlying these efforts and how they operated needto be examined further and that it was too early to lookfor models of success or to measure results.”


Workshop participants emphasised that ESD must bedynamic and based on scientific awareness. Moreover,it was highlighted that communities and families must

be involved. It was agreed that economic growth mustbe distinguished from economic development, ofwhich human development is a critical component.Discussions clearly showed that there is a need forESD indicators and better use of sustainable develop-ment indicators. Finally, participants concluded thateconomic aspects must be better conceptualized inEducation for Sustainable Development.


Workshop participants underlined that it is essential totransform the educational system in order totransform economic systems toward sustainability.Concomitantly, transforming the economic systemwillrequire transforming the educational system.

It was emphasised that we must transform value sys-tems towards social justice and away from individual(over-)consumption. Participants stated that values fora new sustainable economy – a culture of sustainabil-ity – are needed. This has implications for all types ofEducation for Sustainable Development:a. Formal Education for Sustainable Development

(Ministries of Education)b. Non-formal Education for Sustainable Develop-

ment (businesses and companies)c. Informal Education for Sustainable Development

(e.g. the media)


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It will also involve knowledge networks, technology forsustainable development, and lifelong learning.

Participants underlined that more dialogue betweenthe ESD community and key economic stakeholderswas needed, particularly in business and government,as well as with business educators, economists, andrelevant NGOs. Education must not simply serve the(old) economy; ESD must help transform it with newknowledge, skills and values.

A Recommendation for UNESCOThe current global economic crisis has brought intoquestion many of the past economic practices and as-sociated culture and values. There is also a strongerpolitical will to address global change. This combina-tion offers a powerful opportunity for UNESCO, as the

lead agency for the UN Decade of Education for Sus-tainable Development, to be a stronger voice of theESD community and to promote both economic andeducational transformation that will enhance sustain-able development.

This will entail creating the knowledge, skills, and val-ues appropriate to a sustainability economy by in-creasing public awareness and understanding. It willalso entail transforming education as learningsystems, including formal education, training, profes-sional development, non-formal and informal learning– placing all of these within a framework of lifelonglearning.

Workshop rapporteur: Peter Blaze Corcoran, Flori-da Gulf Coast University, USA



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With sustainable development relating to all areas of society, reorientingeducation towards sustainable development must be a multi-stakeholderendeavour. Learning for sustainable development takes place not only ineducation institutions but also in many other sectors of society as well.Education stakeholders therefore need to reach out to other importantactors and build strong partnerships. Because sustainable development isa global challenge, international partnerships and the integration of the lo-cal and the global are decisive elements for Education for SustainableDevelopment (ESD) as well. How strong partnerships for ESD can be builtwas addressed in the following workshops:

9. UNESCO Biosphere Reserves as Learning Sites for IntegratingLocal and Global Sustainability Issues

10. The Role of the Private Sector in Education Sustainable Develop-ment

11. Media as Partners for ESD12. ESD in North-South-South & South-South Partnerships and

Development Cooperation

Workshop Cluster IIBuilding Partnerships for ESD



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Workshop 9: UNESCO Biosphere Reserves as LearningSites for Integrating Local and Global Sustainability Issues

Coordinator: Natarajan Ishwaran, UNESCO


Biosphere Reserves and partnerships between them –nationally, regionally, between continents and withoutside partners – offer a unique contribution to theUN Decade of Education for Sustainable Development(DESD), as they provide a multi-level framework formutual learning. Since the visions and goals of allBiosphere Reserves have a common basis in theUNESCO Man and the Biosphere programme (MAB)addressing sustainable development, they serve as aplatform for easily establishing international coopera-tion and exchange of experience. They thus provide aplatform of mutual intercultural learning for sustain-able development.

Unique problems need unique solutions, with all gen-eral concepts needing local realisation and imple-mentation. Through multidisciplinary approaches,Biosphere Reserves address the entire system of “Manand the Biosphere” including human behaviourpatterns, instead of only symptoms, and thus provideeffective solutions. Biosphere Reserves offer a keymechanism to combine the approaches and results ofscientific research, and of traditional and local knowl-edge. Through the valuation of their knowledge, thecommunities are empowered, and they take on an ac-tive role in the sustainable development process.


International Biosphere Reserve partnerships demon-strate that many Reserves face the same challenges,both in developing and in developed countries. Aslessons from concrete partnerships show, issues ofcommon concern need to be worked on together andpeople need to meet in person to build trust. Partner-ships lead to the understanding of the local level of be-ing embedded in a larger picture. Global partnershipsalso lead to greater solidarity, as a social basis of sus-tainable development.

Learning in terms of Education for Sustainable Devel-opment, as opposed to lecturing, is always mutual andcontinuous. All partners in a learning process learnfrom each other (e.g. scientific researchers and localcommunities, both bottom-up and top-down). Learn-ing this way is based on mutual communication andon jointly defining the research questions and learn-ing objectives. It is advisable to support communitiesin defining their own sustainable development op-tions, for the sake of better acceptance. Research andlearning processes in Biosphere Reserves deal withvery complex issues and require systemic approaches,while at the same time requiring strategies for reduc-ing complexity.

Many international examples demonstrate BiosphereReserves as learning platforms for ESD programmes(formal and informal), as research topics or studyWorkshop coordinator Natarajan Ishwaran gathering results


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sites. Examples also showed Biosphere Reserves’great potential as learning regions by themselves (in-stitutional, organisational etc). Appropriate problemsolutions and responses to challenges are shared notonly between policy-makers, scientists and managersof Biosphere Reserves, but also between the respec-tive local communities. As “collaborative learningplatforms” they serve not only for the exchange ofknowledge and content, but also for approaches andmethodologies.

International cooperation between Biosphere Re-serves can also serve for a discussion of new/alterna-tive values and ethics of addressing sustainable de-velopment options, such as “sustainable shrinking”.


Partnerships are the basis for learning – it is the coremission of Biosphere Reserves to establish andstrengthen partnerships for sustainable developmentprojects and strategies. Partnerships in the World Net-work of Biosphere Reserves exist on different levels –locally with the education sector and among all localstakeholders (as platforms for learning); globally be-tween partner Biosphere Reserves.

Biosphere Reserves have long-standing experiencesfor informal learning on different levels. The coopera-tion with the formal education sector can however beimproved: there is a need for the formal education sys-tem to better understand the potential of BiosphereReserves for developing locally-based and hands-oncompetences and skills.

Biosphere Reserves have made great achievementsand have gathered many experiences as a basis for ex-ternal ESD activities, own ESD projects as well aslearning sites in the most comprehensive sense. How-ever, these accomplishments and experiences havehardly been documented internationally. There is anurgent need, both within the World Network ofBiosphere Reserves and for the DESD as a whole, formaking best practices and lessons learnt better visibleand available in a systematic way. Therefore, bettermechanisms for sharing such experiences are needed,also using synergies to existing databases and net-works. This also applies to functioning national and re-gional structures, such as MAB National Committees.


Strengthen partnerships and synergies of BiosphereReserves with UN Agencies such as the United Na-tions Development Programme (UNDP), the UnitedNations Children's Fund (UNICEF) as well as the Glob-al Environment Facility (GEF) and UNESCO networkssuch as Chairs, the UNESCO Associated Schools andNational Commissions.

The potential of Biosphere Reserves for sustainabledevelopment implementation and learning needs tobe promoted more intensively and through morechannels (e.g. through private partnerships, throughUNESCO National Commissions, through a potential“International Year of Biosphere Reserves”). WhileBiosphere Reserves nowadays are regarded mainly assites for realising sustainable development strategiesin cooperation with local communities, Biosphere Re-serves of the “first generation” still focus on natureprotection and research. They need to be adapted andimproved in order to fulfil this role as learning sites forsustainable development. More Biosphere Reservesneed to share experiences among each other, infor-mally and through formal cooperation networks.

General conclusion:UNESCO Biosphere Reserves have a high value in theESD process, locally and globally, as spaces for mutu-al learning among communities, researchers, man-agers, decision-makers and other stakeholders. Thelessons they provide in participatory approaches tocombining scientific, local and traditional knowledgeto pursue sustainable development choices need to bemade widely available during 2010-2014.

Workshop rapporteurs: Doris Pokorny, BiosphereReserve Rhön, Germany; Ali Djafarou Tiomoko, Bios-phere Reserve Pendjari, Benin



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Workshop 10: The Role of the Private Sector in ESD

Coordinators: Katherine Madden, World Business Council for Sustainable Development;Alex Wong, World Economic Forum


The participants of the workshop agreed that Educa-tion for Sustainable Development contributes to im-proving the overall quality of education and learning inall types and levels of education. From the perspec-tives of the business and corporate sector, among oth-ers, key contributions of ESD were highlighted. It wasunderlined that ESD is important for business as ithelps in improving business practices and assists theprocess towards sustainable development. Moreover,it provides opportunities for increased engagementbetween the private sector, civil society, Governments,employees and trade unions – through multi-stake-holder partnership processes, i.e. “better Public Pri-vate Partnerships”. ESD also helps in preparing askilled, informed and responsible workforce and em-ployees. Furthermore, it raises the awareness of allstakeholders such as customers, suppliers and em-ployees about sustainability issues and challenges.This awareness is essential for improving the contri-bution of the private sector to sustainable develop-ment efforts. Finally, ESD is essential for a sustainableworld, and a sustainable world is the precondition forsustainable and profitable business.


The workshop participants, having shared their indi-vidual experiences, came to the conclusion that thereis, firstly, a rich resource of sustainable developmentknowledge and practices across the private sectorwhich can contribute to improving the overall learn-ing environment andmake this learning relevant to thesustainable economy. A second aspect is that the busi-ness sector is sometimes already incorporatingsustainable development principles in its practices.These practices and experiences can contribute to re-orienting and improving education programmes andencourage innovation. Finally, sustainable develop-ment challenges are shared. Hence, there is a need forincreased dialogue between Governments, civil socie-ty (including trade unions) and the private/corporatesector, i.e. companies.


Workshop participants felt that even though the en-gagement of the private sector in the DESD processeswas rather limited or fragmented, there are importantlessons from the business and corporate sector expe-riences which are valuable for the DESD and ESD. Thekey points highlighted during the workshop are:

• The business/corporate sector has made significantachievements in integrating or implementing Sus-tainable Development practices but they are frag-mented and not coordinated;

• With the emergence of global challenges there is aneed for businesses, i.e. the private sector, to becomeintegrated into the ESD process to strengthen thebusiness licence to operate;

• The private sector needs to engage with the ESDcommunity proactively in driving educationalprocesses towards sustainability, e.g. to contributeto curriculum development, particularly at secondaryand tertiary education levels according to businessErich Harsch presenting a case study


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needs, supporting the local suppliers to integratesustainability into their business practices, etc.


The workshop participants agreed unanimously thatthe private sector is an important stakeholder of theDESD. It has the experience, knowledge and re-sources, which need to be and can be fully mobilised.The workshop was seen as a positive step towardsmobilising the private sector. The key points high-lighted were firstly, that there is a need to integrate pri-vate/business/corporate sector experience, knowledgeand experience in the DESD efforts better. One possi-bility will be the formation of a formal/informal multi-stakeholder body facilitating the engagement of theprivate/corporate sector in the DESD efforts. Secondly,it was felt to be important to facilitate the sharing ofbest practices on employee education through ESD.

Thirdly, a framework should be designed for a plat-form for sharing ESD results and a platform for thisshould be developed in communities. Fourthly, it isnecessary to run a new monitoring, assessment andevaluation process on learning and ESD. Finally, aneed was ascertained to foster industrial demand todrive innovation in the delivery of learning for ESD. Inparticular it was regarded as important to consider en-

Debating how to further engage with the private sector

couraging the business/corporate sector to supportthe establishment of ESD Chairs to strengthen ESD inbusiness education.

Workshop rapporteur: Santosh Khatri, UNESCO Of-fice Hanoi



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Workshop 11: Media as Partners for ESD

Coordinators: Venus Jennings, UNESCO; Anne Marie Kalanga, Deutsche Welle

IntroductionThe purpose of the workshop was to facilitate afavourable environment and partnerships betweenjournalists, other media professionals and Educationfor Sustainable Development (ESD) experts in order topromote greater ESD understanding and collabora-tion. Three topic areas were considered: 1) coverageof ESD by the media in different regions and aroundthe world; 2) cultivating greater participation by themedia in ESD; and 3) identification of priority actionsto strengthen media as partners in ESD.


Sustainability, as a concept and practice, is generallyviewed by media professionals as broad and vague.Thus, the component of “education” in sustainable de-velopment represents an additional conceptual andprofessional hurdle. Complicating matters further,many in the media are wary of the idea of “sustain-

ability” (e.g., it is difficult to report, is composed ofjargon, etc.). “ESD” is not a saleable product for themedia until the stories are attractive to its large anddiverse audience. Prithi Nambiar, an environmentalactivist and the Executive Director of the Centre ofEnvironmental Education in Australia, pointed out thatthe media are by far more attracted to sceptical andsensational stories rather than stories that documentprocess and reflect positive achievement. Accordingto Anne Marie Kalanga, a journalist from the Demo-cratic Republic of the Congo, it is difficult to comeacross editors in the international media who take aninterest in reporting the outcome of high-level confer-ences on sustainable development issues. Selling astory is not the only challenge journalists face inreporting ESD.

Most journalists in volatile countries have no protec-tion, access to relevant information, or relevant multi-disciplinary knowledge that would empower themwith the ability to seek appropriate mentorship and en-able them to successfully cover in-depth stories onsustainability issues. Such reporting can be compli-cated due to contexts that are secretive and resistantto reports that question the accountability of authori-ties. Journalists who wish to carry out in-depth storiesmust therefore face real personal security threats.

Prithi Nambiar provided an in-depth account of herstruggle to chronicle the human, community, political,and economic processes that unfolded when the stategovernment set aside established review processes,and permitted a cement company to build a limestonemining company on protected lands in India. Ulti-mately, this story was picked up by national media,and resulted in a reversal of the original policy deci-sion. One “lesson learnt” from this process was thatmedia covering the perspectives of all parties involvedhelps to reveal the underlying beliefs and motives forenvironmentally unsustainable actions. Increasingly,international media reports are diversifying reports onsustainability with the ability to cover wide-rangingviews and aspects including science reporting. En-hancing ESD in journalism education may be a valu-able approach to allow the “human dimension” tellthe story of ESD, rather than to allow the media toeducate, lecture or lobby ESD to the general public.

Journalist at the World Conference


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Andrea Cairola, freedom of expression consultant,provided examples illustrating the importance of free-dom of expression in media reporting at all times. Healso emphasized that maintaining high professionalstandards is crucial for journalism. In the advent ofnew information and communication technologies,journalists may be cautioned not to assume that allnews sources are adequately reliable and that verifi-cation and investigation must continue to be a corejournalistic practice.


The major thematic points that emerged under thisconference objective were as follows:1) media coverage of ESD and sustainable develop-ment varies tremendously around the world; 2) politi-cal pressure and economic decision-making (often out-side the control or remit of journalists) may have animpact on the level of media attention accorded to ESDand sustainable development; and 3) issues that areconsidered of greater priority and magnitude may rel-egate ESD coverage to a lower status by editors andmedia decision-makers. An information sharing plat-form or mechanism to facilitate a comparative globalanalyses of media reports on ESD may lead to usefulcase studies and could initiate systematic monitoringof ESD and sustainable development issues mediacoverage at country and regional levels.


Journalists, particularly in least developed countries,face many obstacles and pressures in promotinggreater awareness of ESD. For example, in some coun-tries journalists may be required to pay both for infor-mation that is relevant to coverage of ESD as well asaccess to news and broadcast media. The Internet al-so represents a new form of competition to journalistsas information published on the Web is abundantlyconsumed by a public, which may not necessarily dis-tinguish between journalistic and non-journalisticsources or be in a position to evaluate the expertise ofmedia sources.The protection of journalists and con-comitant restrictions on media who report on ESD andsustainable development issues vary significantlyacross regions but should nevertheless be addressedin a coherent manner by national and internationalmedia and professional organisations. Finally, with

limited economic resources, political instability, andchronic social/cultural conflict, impediments to timelymedia reports may be as basic and fundamental assporadic access to electricity. Given an enabling envi-ronment, the media is a facilitator of information anda platform for democratic discourse that can con-tribute greatly to ESD implementation.


It is important to identify and cultivate a core of expe-rienced and devoted journalists who are motivated toreport on ESD and sustainable development. Such in-dividuals should become a source of support, men-torship, and expertise to colleagues around the world.Thus, as a follow-up from this conference, it may behelpful to consider the development of a network ofESD media colleagues who can share their perspec-tives and experiences with one another. Additionalrecommendations included the need for media insti-tutions of higher learning to become much more de-liberate and proactive vis-à-vis ESD emphasis duringuniversity studies. Likewise, greater exposure to ESDshould begin at the primary and secondary school lev-el; journalists can be active participants in this process,by channelling accessible ESD reporting to such audi-ences. Editors in particular need to become moreeducated about ESD, and those who are should be en-listed to inform their colleagues. Support for the use ofalternative media (e.g. blogs), internships and distanceeducation programmes relevant to journalists shouldbe an important component of the ESD movement. Inthe final analysis, the media can catalyse awarenessand change when adequately equipped, trained andinformed.

Recommendations1. It will not be possible to achieve the fundamental

aspirations of ESD without considering the mediaas full and equal partners in the development, dis-semination, and communication of ESD informa-tion and content;

2. In order for the media to fulfill its potential as a fullESD partner, and thus as an enabler of interactivedebate and discussion at all levels of society, pre-requisites include but are not restricted to 1) theright to information access, 2) editorial independ-ence and pluralism, and 3) freedom of expression,which should be facilitated through ESD’s multi-disciplinary and interdependent approach;



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3. The insights gained during the first five years ofESD will be of great benefit if media capacities areassessed and strengthened in order to enablethem to investigate and report issues and pro-grammes that keep the public audience up to date,engaged, and participating in developments thatconcern all forms of education. Consideration be-ing made for teacher training and educationshould also apply for media educators and train-ers in order to promote an active interdisciplinaryapproach;

4. Public awareness is essential to mainstream ESD,particularly given the immediacy of priority issuesincluding resource depletion, environment, popu-lation, disaster, etc.;

5. Work with media and communication networksand associations to review and affirm core princi-ples that promote lifelong learning, social justice,gender equity, and other relevant values that areintegral to ESD;

6. Identify and create appropriate information shar-ing and development mechanisms between stake-holders and media systems and organisations;

7. Design, produce, and promote a portfolio of “prod-ucts" and “resources" to support the integration ofESD in media practice (e.g., education and train-ing, curricula and professional development) andto enable recognition of ESD by media audiencesaround the world.

Workshop rapporteur: Craig N. Shealy, Internation-al Beliefs and Values Institute, James Madison Uni-versity, Virginia, United States of America

Workshop coordinators on the way to their participants


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Workshop 12: ESD in North-South-South & South-SouthPartnerships and Development Cooperation

Coordinators: Mumsie Gumede, Southern African Development Community Regional Environ-mental Education Programme; Marco van der Ree, United Nations Volunteers; Martin Westin,Swedish International Development Cooperation Agency

IntroductionThe purpose of the workshop was to facilitate and ex-plore the role of North-South-South partnerships anddevelopment cooperation in strengthening Educationfor Sustainable Development (ESD). To facilitate thediscussions four key areas were considered:

1) Mapping existing North-South and South-Southpartnerships,

2) Collating lessons learnt,3) Recommendations and tools for strengthening

partnerships,4) Initiating new partnerships.

These key areas were guided by the four conferenceobjectives. For continuity, all participants were en-couraged to consider the aims, outputs and outcomesof the previous and up-coming conferences as cap-tured in the UNESCO document: Quality Equity andSustainable Development: A holistic vision throughUNESCO’s four World Education Conferences 2008-2009. At the end of the workshop the following key rec-ommendations were extracted from the four areas ofdiscussions.


In discussing the relevance of Education for Sustain-able Development in partnerships and networks, ESDwas seen as a very good tool to address the issues re-lating to development cooperation in general. ESDwas important seeing that the partners and networkstended to be multi-sectoral and multi-organisational,including participants from formal and non-formal ed-ucation. The North-South-South partnerships wereseen to be vital in contributing to the understandingand appreciation of multicultural diversity. They alsoprovided a deeper understanding of the various con-texts because they provided direct human communi-cation. Part of the contribution by partnerships andnetworks was that they brought lessons and examples

that were embedded in real-life and real-time joint ac-tivities. From the discussions a number of partner-ships and networks were identified.


In any partnership and collaboration, trust is very im-portant! In discussing what we can learn from eachother, it was reiterated that we need to remove thestereotyping of the North-South-South relationshipswhich mainly reduces the partnerships to an exchangeof money from North to South. We need to establishthese relationships with an orientation of mutual ben-efits. In order to support that we need to appreciatethe different understandings of ESD, acknowledge thatjust as there are disparities, there are also many simi-larities in what we see as sustainable development.Linked to the diversity above is the diversity in whatwe see as priority issues.

Well-designed partnerships and networks in ESD doprovide an opportunity for inclusiveness in address-ing a range of issues in an integrated and holistic way:these include water, peace, education, climate changeetc.

We also have to look at the various constructs of part-nerships, from non-formal networks to structured,funded cooperation. Currently there are non-formalbut effective networks like the World EnvironmentalEducation Congress network that started in 2003. How-ever, there are also formal, and sometimes bilateralarrangements which are project-based. An example isthe Swedish International Development Agency (Sida)/ Southern African Development Community (SADC)cooperation on the Regional Environmental EducationProgramme. German GTZ through Inwent is startinga funded partnership project with India, South Africaand Mexico with the aim of training for better ESDmainstreaming. UN Universities supports the Region-al Centres of Expertise; IUCN Commission on Educa-tion and Communication, and many others.



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We should aim to connect different networks fromdifferent levels on different topics so as to create asuitable context of how to share resources in all worldregions. These include institution to institution, pro-gramme to programme and various other combina-tions. Stakeholders have to work together at projectlevel. It is important that we find means of making thenetworks and partnerships inclusive so that there is agrounded understanding of needs and thereforelocally embedded solutions. Networks are very im-portant tools (intergenerational partnerships etc.) forESD and strengthening quality of education. It wasrecognised that NGOs tend to build bridges betweenthe communities and the governments.


Workshop participants emphasised that sustainablefunding is required in order to not only set up part-nerships but also to maintain them. Partnerships andnetworks that have worked well either need to be wellresourced and can thus afford project-based interac-tion, or have energetic vibrant dedicated drivers whoare either volunteers or paid by institutions. While thestrong need for funding was central to the debates, itwas also mentioned that in some cases it is possible tohave effective networks that do not require intensivefunding. Those usually work with different relevantmedia and tools like radio, Skype, Facebook, etc., toreach out to the larger public.

Another lesson learnt is that face-to-face networks andpartnerships tend to work best, especially when theyare project–based. There is a need to facilitate the cre-ation of mechanisms for inclusion of all stakeholdersin the creation of knowledge and design of pro-grammes.

Workshop participants voiced some frustration overCorporate Social Responsibility initiatives (CSR); theywere seen as no more than advertising. However, theone representative from the corporate sector presentat the workshop also pointed to the fact that enter-prises would often like to contribute but seldom knowhow, and are of course looking for well-grounded proj-ects and programmes from credible institutions. Multi-national companies are more than interested to coop-erate with the relevant players and are happy toprovide funding.

The media were highlighted as another key partner inESD. However, it was stressed that there is an enor-

mous lack of capacity in all types of media – print andelectronic – regarding Sustainable Development topicsand Education for Sustainable Development. Hence,there was a call for investment in media training andthe establishment of respective partnerships with aview to effective engagement with ESD.

Finally, it was emphasised that there is a need tostrength collaboration among young people world-wide.


The way forward was divided into two parts: the com-mitment of the participants and recommendations forUNESCO.

Key Recommendations:The recommendations were categorised into generaland specific for UNESCO

General:• We all seek funding for creating and maintainingNorth-South-South partnerships and networks forthem to become sustainable;

• We all ensure that the benefits of North-South-Southpartnerships and networks are mutual and that theremust be an interest from all the partners involved;

• We involve policy-makers and experts in projects andpartnerships so that the lessons learnt and innova-tions may be mainstreamed;

• North-South-South partnerships, networks, and col-laboration should be mainstreamed into the designof all ESD programmes and projects;

• We all make an effort to share information aboutwhat we do in our various North-South-South net-works.

Specific to UNESCOUNESCO should support the sustainability of partner-ships and networks by:• Establishing a portal with the database of the part-nerships / networks working in ESD and making thisdatabase accessible;

• Raising awareness about the global compact in or-der to create opportunities for partners in the privatesector.

Workshop rapporteurs: Anna Veigel, GermanCommission for UNESCO; Alberto Hernandez Salinas,UNESCO


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If Education for Sustainable Development (ESD) is to become a centralaspect of all education, supporting structures at the global, national andlocal levels are required. Among other things, this implies political frame-works that enable the inclusion of sustainable development issues andprinciples into all areas of teaching and learning. The active involvementof civil society is equally key to introducing a broad concept such as ESDinto education. Finally, ESD implementation itself must be a learning ex-perience. Monitoring and evaluating progress must therefore be an im-portant concern for all stakeholders. The following workshops addressedcapacities for the successful implementation of ESD:

13. Global Responsibilities and Local Realities to foster ESD throughInstitutional Frameworks

14. The Role of Civil Society in ESD15. From the Margins into the Centre: Establishing ESD in Education

Plans and Curricula16. Teacher Education to Address Sustainability17. Monitoring and Evaluation of ESD

Workshop Cluster IIICapacity-Development for ESD



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Workshop 13: Global Responsibilities and Local Realitiesto Foster ESD through Institutional Frameworks

Coordinators: ‘Masaqobela Williams, Ministry for Communications, Science and Technology,Lesotho; Tsepo Mokuku, National University of Lesotho; Michel Ricard, Member of the Interna-tional Advisory Group of the Bonn Conference, former Chairman of the French Committee forthe DESD; Adviser: Peter Woods, Department of Environment, Australia


Education for Sustainable Development is a driver forEducation for All (EFA). Sustainable development, bydefinition, requires empowerment and full participa-tion of all stakeholders. Therefore, EFA is a necessaryframework for the success of ESD. ESD provides animpetus for collaborative work at local, national andinternational levels. ESD is a driver for the inclusion ofyouth, women, indigenous and other people often leftout of sustainable development strategies. For exam-ple, the Society Development Colleges in Sudan pro-vide training for women in how to deal with scarcityof resources. ESD is not an “add-on”; it is a frameworkfor quality education. It is inclusive of many important“adjectival” educations.


We should focus on sharing implementation strategiesand supporting our ESD goals.

Sharing of resources, technology and training. Bilat-eral relationships in ESD at international level mustfoster mutual understanding and mutual benefits. Forexample, small island states in the Pacific need helpwith capacity-building. They benefit from resourcesprovided by New Zealand; New Zealand benefits fromthe need and opportunity to adapt methods to a newESD scenario. The Uganda National Commission forUNESCO has established a bilateral relationship withthe Korean National Commission, and expects to es-tablish additional partnerships to implement ESD.Among and within countries, capacity-building isfacilitated by collaboration among stakeholders in-cluding government ministries, the corporate sector,non-governmental organizations, and communitygroups.

Sharing of models for coordination of efforts. In manycountries, ESD efforts have been facilitated at nation-al level. For example, in Uganda the National Com-mission for UNESCO effectively serves as a neutral ne-gotiator among Government, non-governmentalorganizations and the private sector. In Japan, roundtable conferences have been organized at ministry lev-el for inclusion of all stakeholders in ESD, with the goalof providing resources such as curricula, texts, fundingfor projects, teacher training, and partnerships withscholars and other experts. Australia has completedits Second National Action Plan, with the EnvironmentMinistry taking the lead. Government officials in theEnvironment and Education Ministries are working to-gether on ESD programs. A research institute devel-ops priorities for ESD implementation, and theSustainable Schools Programme coordinates actionlearning projects around the country.

In France, the Ministry of Ecology and SustainableDevelopment plays an important role. A NationalCommittee, composed of sixty representatives of gov-ernment ministries, corporations and civil society,facilitates collaborative efforts. A national seminar isbeing organized to share information about differentESD initiatives in the country. The constitution ofLesotho recognises the importance of ESD, and strate-gies for implementation have been developed by theESD National Task Force. Lesotho is also participatingin the development of a new regional network for ESDin southern Africa, and Sudan hopes to strengthenregional collaboration as well. This kind of collabora-tion is especially important in areas with significantcross-border immigration and resource-managementissues. In the Netherlands, the Learning for Sustain-able Development programme is managed by theMinistry of Environment; other ministries have yet tobecome fully engaged in efforts to implement ESD,when there is little collaboration between the Min-istries now. In the United States, where educationalplanning is decentralized, most ESD projects thus farhave been initiated at local level; at national level, verylittle has been done to facilitate networking amongstakeholders.


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Sharing of concerns about impediments to ESD, andthe forging of political will to address those concerns.Some of these concerns refer to legal issues. Forexample, in India traditional knowledge holders arereluctant to educate others about bio-resources be-cause they have no internationally recognized legalrights to benefit from that knowledge. Resolution ofthis legal issue will increase access to knowledge im-portant for sustainable development, and will increaseindigenous participation in ESD. Patent applicantsshould be obliged to secure informed consent fromtraditional knowledge holders, with fair agreementsfor sharing of benefits. Traditional knowledge holderscould be prepared for their role in patent negotiationsthrough a vocational education certificate programme.

Other concerns are academic in nature. Centralizedcurriculum planning may assure national support forthe implementation of ESD, or it may interfere witheducational reforms necessary for implementation. Onthe other hand, in countries without centralized cur-riculum planning local initiatives may be readily adopt-ed but it may be difficult to coordinate efforts. Accessto education is a social justice issue. Informal andadult education opportunities promote ESD throughthe inclusion of stakeholders who have not benefitedfrom access to formal educational experience; forexample, women may be trained to serve as healtheducators in their communities, dealing with oftensensitive issues such as sanitation and hygiene. Civiland international conflicts and wars often interferewith formal and informal educational opportunities,and with other programmes necessary for sustainabledevelopment. Strategies for peaceful resolution ofconflicts must be part of any meaningful programmefor ESD.

Conference Objective 3: To Carry out aStock-taking of DESD ImplementationWhat have we achieved so far, what are thelessons learnt?Lessons learnt include: acknowledgement of the im-portance of coordinated efforts; an interdisciplinaryfocus; the inclusion of all sectors of society; the role ofindividuals as global actors in the Internet age; the useof Internet resources to further ESD goals, such as theuse of Facebook in furthering foundation-led ESDgoals in Dubai; the importance of other forms of net-working such as conferences, festivals, mentoringrelationships; and the importance of social learning.


It is important to overcome the compartmentalizedapproach to ESD, so we make more effective use oftime, money, energy and other resources. We mustmake better use of United Nations resources. Wemustmake better connections among elements of ESD informal and informal educational settings. It is impor-tant to learn from case studies and demonstrationprojects. When we share very concrete examples, weare empowered to get beyond policy talk and startidentifying which successes are adaptable to new cir-cumstances.

We must support meaningful local, national and re-gional agencies to develop relevant ESD structures,but also collaborate internationally to implement ESDgoals and objectives. We must collaborate to developthe political will and models for advocacy to make ESDa priority, as well as a framework, for education.

Workshop rapporteur: Rebecca Timson, BillingsMiddle School (Education for a Sustainable FutureProgram), United States of America



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The workshop highlighted the role of civil society in Ed-ucation for Sustainable Development (ESD) and its con-tribution to implementing the UN Decade of ESD(DESD). It aimed at engaging participants in discussionson the pivotal role of civil society in ESD and challeng-ing them to reflect critically on the role of civil society inbuilding capacity for all age groups through formal,non-formal and informal learning arrangements.The background of the around 20 participants wasmostly civil society, including both non- and semi-governmental organizations; a few participants werefrom academia in West European and Southeast Asiancountries. The first topic was the role of civil societyas a champion and catalyst for ESD. Secondly, theworkshop looked at how civil society has influencedmainstream academic institutions on ESD issues.A third theme dealt with civil society as a diverse enti-ty and the question of what the rallying points for scal-ing up ESD have been and what points of variancethere have been that require further stakeholder en-gagement. Finally, the workshop discussed what civilsociety can do in the next five years of the DESD to as-sist in identifying and addressing the gaps betweenthe kind of education still prevailing and the educationnecessary for the transition to sustainable develop-ment. The results of the group discussions can besummarised as follows.

Civil society is often based on voluntary work. This al-lows civil society to have autonomy, determinationand the passion to work together, utilising the mostappropriate methods in different contexts. Civil socie-ty needs to be recognised as a major expert, facilitator,and partner for the DESD at all levels. Civil society’scapacity of running complementary actions with thenational and local Governments are unique. Civil soci-ety has contributed to reorienting and redefiningknowledge so as to generate new knowledge. It has

helped to identify, strengthen and share local and tra-ditional knowledge. Finally, civil society can contributeto redirecting existing methodologies to enhance de-mand-driven action research. Civil society’s workneeds to be recognised and supported as a uniquecontribution to ESD.


Workshop participants found that civil society hasbeen both the main addressee and the main promot-er of ESD. It has implemented concrete projects, andadapted or utilised the most appropriate methods indifferent contexts, mobilising individuals and groupsin a community. Participants felt that an inclusive andparticipative approach is essential so that cultural di-versity and creativity can be embedded at the centre ofsustainable development education and actions. It wasconcluded that civil society had blended traditionalknowledge and non-formal education processes withscientific and formal education to create and imple-ment new and alternative knowledge and promoteownership of what is local.


Workshop participants recommend the developmentof a platform featuring and sharing good practicesfrom the full spectrum of ESD, especially coveringnon-formal and informal learning. This platformshould comprise dialogue and online consultations.Moreover, participants recommended utilising andconnecting existing UNESCO networks, such as theUNESCO Associated Schools and UNESCO Clubs andprovide them with adequate resources. In addition itwas proposed to strengthen the role played byUNESCO, the leading UN agency for the DESD, in par-ticular through its regional offices and UNESCONational Commissions so as to facilitate and supportthe efforts of civil society.

Workshop rapporteur: Fumiko Noguchi, JapanCouncil on the UN Decade of Education for Sustain-able Development (ESD-J)

Workshop 14: Civil Society and ESD

Coordinators: Sosten Chiotha, University of Malawi; Zabariah Matali, UNESCO Reference Groupfor the DESD

Conference Objective2: To Promote Interna-tional Exchange onESD

What can we learnfrom each other?

Conference Objective1: To Highlight the Es-sential Contribution ofEducation for Sustain-able Development toAll of Education andto Achieving QualityEducationWhy is ESD relevant?


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Workshop 15: From the margins into the Centre:Establishing ESD in Education Plans and Curricula

Coordinators: Alejandrina Mata, Vice-Minister for Education, Costa Rica; Hannes Siege, StandingConference of the Education Ministers, Germany


Education for Sustainable Development has an instru-mental role to play in giving education a new direction.In order to do so, ESD has to move into the centre ofcurricula and education plans. Only then can ESD pro-vide learners with a future-oriented viewpoint on the in-creasingly globalised world and issues affecting the fu-ture. ESD provides learners with basic competencesthat can enable them to act responsibly. It offers an op-portunity to give a new direction to education as awhole. ESD provides a holistic vision of education. It isa new form of learning that emphasises active partici-patory and transformational learning. ESD and qualityeducation aremutually reinforcing, aiming at the fullestpossible development of the potential of learners. ESDunderscores the application of knowledge and changein values and behaviour. It changes education from be-ing transmissive to transformative.


Countries have adopted different approaches to main-streaming ESD with varying degrees of success. Vari-ous developing countries reported having experiencedmany challenges and difficulties in doing this, owing toa lack of resources and technical expertise. The partici-pants recognised the need for North-South, South-South and North-South-South cooperation. Regionaland sub-regional networks of Ministries, teacher edu-cation institutions and universities have worked inAfrica (e.g. SADC REEP). The ENSA programmesupported by Germany, which involves exchange be-tween schools in Germany and developing countries,has shown promise in terms of strengthening ESD inschools and giving pupils and teachers an opportunityto acquire competencies related to ESD. Different formsof partnerships and networks involving multiple stake-holders should be utilised. The support of ministries atnational level and head teachers at local level is a key el-ement. To promote learning from each other ESD has tobe put on the agenda of cooperating partners support-ing the development of education to achieve the EFAand MDG goals.


As a result of DESD efforts, a paradigm shift hasoccurredwhere the environmental notion of sustainabledevelopment is being replaced by an integrated view ofsustainable development. Increasingly, issues and con-cepts of environmental education, global citizenship anddevelopment are occupying space in education plansand curricula. There is increased recognition of the needtomainstream ESD in all levels, types, components anddimensions of education. Many participants empha-sised that elements of sustainable development are al-ready present in schools but this should be further pro-moted and strengthened so that ESD is visible and ac-quires priority. A competency-based approach to ESDhas potentials in terms of providing a holistic view ofsustainable development. It also provided the opportu-nity to link ESD to the teaching subjects.


A dual approach to mainstreaming Education for Sus-tainable Development should be adopted where ESD ispromoted through subjects and at the same time inte-grated into all aspects of school life (subjects-based aswell as whole school approach). ESD should be at theheart of the curriculum. However, the focus of the cur-riculum must encompass the areas of competenciessuch as knowledge, skills, attitudes and behaviours. Pro-fessional development of teachers is vital. The role oftechnology and internet in mainstreaming ESD shouldbe encouraged. To achieve this, teachers need to be sup-ported. ESD should be the overarching thrust of all sub-jects. Both top-down and bottom-up approaches shouldbe promoted where all stakeholders are given properorientation on ESD. It is also essential to carry out re-search to find out where gaps and barriers to integratingESD are. Mainstreaming activities should be adequate-ly resourced. Participants underlined that developingcountries will need both technical and financial support.

Workshop rapporteur: Min Bista, UNESCO OfficeBeijing



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Workshop 16: Teacher education in the DESD:Review and Directions

Coordinators: Lorna Down, University of the West Indies, Jamaica, Member of the InternationalAdvisory Group of the Bonn Conference; John Fien, RMIT University, Australia


Participants concluded that Education for SustainableDevelopment is relevant with respect to teachereducation in that it helps making teacher education rel-evant to the task of achieving sustainable developmentthrough education. Moreover, it provides a conceptu-al frame for identifying core competencies for teachersand teacher educators that can help to improve thequality of education. It can support the improvementof the quality of life for students and teachers inschools and their communities through its contribu-tion to improved teacher quality and focus oncommunity values and action. ESD also facilitates theexchange of ideas across disciplines and various in-stitutions. It highlights basic issues to be addressed forimproving the quality of education in general. Finally,ESD promotes cross-disciplinary teaching andprocess-driven pedagogy.


Participants concluded that Education for SustainableDevelopment works better if it is implemented fromthe “bottom up” as well as modelled by peers. Anoth-er success criterion is that ESD is institutionalized inteacher education and training programmes andteacher education departments and institutions.

Participants underlined that the infusion of Informa-tion and Communication Technologies (ICT) is ex-tremely helpful for ESD projects and programmes.Furthermore, learner-centred approaches work best inESD. It was emphasised that incentives are needed toencourage the infusion and spread of ESD in institu-tions. Such incentives do not have to be monetary orexpensive. Finally, participants highlighted thatcollaboration with external institutions is often veryhelpful.


Note was taken of two publications titled: Guidelinesand Recommendations for Reorienting Teacher Edu-cation to Address Sustainability 6; and Good Practicesin Teacher Education Institutions 7. Moreover, it wasshared that regional networks for ESD have been es-tablished and are working on various ESD projects andprogrammes. It has been noted that small-scaleprogress in facilitating and implementing ESD is be-ing made in several countries at different levels of or-ganization such as through individual teaching andlearning, at school / institutional levels, at Governmentlevel, through NGOs, and through consortia of aca-demic and non-academic institutions. Examples ofsuccesses included projects in India, Jamaica, Cana-da, Pakistan, Cameroon, and Iraq.

Participants reported various lessons learnt from at-tempting to implement ESD. Several challenges wereidentified such as a lack of financial incentives toencourage teachers to engage in ESD and a lack of re-sources for teaching ESD. It was underlined that qual-ified teachers who can engage successfully with ESDprojects are often missing. Participants underlined thatthe poor remuneration for teachers often leads to poorquality of teachers and low motivation among them.


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Effecting the paradigm shift necessary within the dis-cipline of teacher education to facilitate ESD remains achallenge. Further efforts also need to be made to as-certain how to integrate ESD across disciplines andacross education at various levels and how to lobbyfor the inclusion of ESD in curriculum reforms giventhe various models / frameworks / theories of educa-tion competing for inclusion. Workshop participantsemphasised the lack of clarity in understanding ESDas a concept. It was underlined that while seeking toclarify the concept of ESD, ways need to be found totake cultural variations in the understanding of ESDinto consideration.


Participants suggested the following critical actions:1. Improve communication and dialogue regarding

ESD locally and internationally:• Set up an informal international network forthose interested in ESD,

• Facilitate connectivity to strengthen inclusion ofall voices speaking about ESD in local and globalcommunities,

• Encourage sharing of best practices and lessonslearnt regarding the implementation of ESD;

2. Improve development and infusion of ESD knowl-edge (content and strategies) in teacher training in-stitutions;

3. Work for stronger university commitments to ESD;

4. Call for opportunities to document reflection andreporting of work with ESD in UNESCO publica-tions;

5. Improve research into knowledge gaps regardingthe implementation of ESD;

6. Lobby for inclusion of research in development ofpolicy / plans for ESD;

7. Include teaching of systems thinking, managementof emotional processes, and values in ESDprogrammes;

8. Focus on creative, problem based and transforma-tive methodology;

9. Include social learning, action oriented processes,democratic approaches and links to communitiesin ESD programmes;

10. Set up National Councils to develop a commonagenda for ESD.

Workshop rapporteur: Carol Hordatt Gentles,School of Education, University of the West Indies,Jamaica

Workshop coordinator Lorna Down discussing actions

6 UNESCO Education Sector. “Guidelines and Recommendations for Reorienting Teacher. Education to Address Sustainability” Technical Paper N°2 (2005). Download at http://unesdoc.unesco.org/images/0014/001433/143370E.pdf

7 UNESCO Education Sector. “Good Practices in Teacher Education Institutions”. Good Practices N°1 (2007). Download athttp://unesdoc.unesco.org/images/0015/001524/152452eo.pdf


http://unesdoc.unesco.org/images/0014/001433/143370E.pdf

http://unesdoc.unesco.org/images/0015/001524/152452eo.pdf


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Workshop 17: Monitoring and Evaluation of ESD

Coordinator: Daniella Tilbury, University of Gloucestershire, UNESCO Monitoring and EvaluationGroup

This workshop provided opportunities for participantsto be actively engaged in issues associated with mon-itoring and evaluating of Education for Sustainable De-velopment (ESD) during the UN Decade of Educationfor Sustainable Development (DESD). They wereasked to engage in a scenario planning situation andfish bowl exercises as well as in group discussions andanalysis. 8


Education for Sustainable Development is relevant toeducation for several main reasons. ESD seeks a newvision for education which helps learners to better un-derstand the world where they live. It supports learn-ing which is locally and culturally relevant and basedon active, critical, exploratory, creative and learner-centred approaches. It seeks a focus on challengingdominant mindsets and practices which hinder path-ways to a sustainable future. ESD calls for a re-orien-tation of education systems as these have failed toprovide learners with the skills needed to move to amore sustainable future.

The scope of the DESD is broad and its potential ef-fects are far-reaching. If it is successful, the DESDcould transform not only education but also the qual-ity of life of many across the globe. For this reason, itis important to look at ways in which we can effectivelymonitor progress and capture learning in the processof implementation. The DESD International Imple-mentation Scheme stresses that Monitoring and Eval-uation (M&E) is not only a way to assess progress inESD, but also a mechanism to implement the Decade.Thus, the process of M&E is more than just measur-ing performance; it offers the opportunity to engagestakeholders in ESD activities. The development ofESD monitoring and evaluation frameworks helps en-suring ongoing relevance and effectiveness of ESD

efforts; guiding planning and reorienting of ESD pro-grammes; increasing understanding of ESD progress;and improve decision-making and action-taking.

M&E is important to ESD as it is also a ‘learning tochange’ and a capacity-building process itself, inwhich stakeholders are involved in a complex processof: understanding and identifying indicators; captur-ing learning in implementation processes; reportingprogress on ESD; raising key questions to re-orientexisting practices; and taking relevant actions for thefuture.


Monitoring and evaluation processes can assist in as-sessing change but also acknowledge the importanceof involving stakeholders from different cultures, con-texts and levels of experience in ESD in the ‘learning’process which results from reflecting upon progress.Therefore, identifying and engaging stakeholders fromacross all sectors is key to advancing M&E processesin ESD. This process of engaging stakeholders is asimportant as defining the monitoring and evaluationframework or ESD indicators.

Workshop participants recognised how internationalexchange is relevant to share different perspectivesand experiences on how to improve the collection ofbetter data in ESD which can actually capture ESDrealities. International exchange is also important toshare and acknowledge the challenges and limitationsof M&E mechanisms: What can be monitored?; Whatcannot be monitored?; What are the resources avail-able?; How can the existing M&E systems help us inassessing progress?

8 To enrich its analysis, this report has drawn on Tilbury, Daniella. “Monitoring and Evaluation during the UN Decade of Education for SustainableDevelopment”. Journal of Education for Sustainable Development 1(2) (2007): 239-254; and Mulà, Ingrid and Tilbury, Daniella. “A United NationsDecade of Education for Sustainable Development (2005–2014): What difference will it make?” Journal of Education for Sustainable Development3(1) (2009): 87-97


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A collection of experiences and summaries, present-ed in different UNESCO documents and reported inthe workshop, suggest that the DESD has facilitatedthe adoption of ESD policies and strategies, ESD work-ing groups and focal points, monitoring and evalua-tion initiatives and the engagement of stakeholders inESD activities. However, workshop participantsstressed that it is still too early to draw a conclusionand state whether the DESD has already made a dif-ference. It is also difficult to ascertain the value and im-pact of those ESD initiatives which have taken placeduring the DESD, and to know to what extent theDecade itself has contributed to their development.However, it is a good time to ask questions regardingthe value and legacy of the DESD. Participants recog-nised that progress during the Decade will depend onthe coordination among the different stakeholders andnetworks.

Workshop participants agreed that the network of Re-gional Centres of Expertise (RCE), coordinated by theUnited Nations University (UNU), is a good exampleof what the Decade can achieve. More than 60 RCEsexist around the world and they are planning and de-veloping creative projects involving different rangesof partnerships.

However, ESD is still at the margins. Although moreESD policies exist and interesting initiatives such asthe RCE network have been developed, there is still alack of financial resources and governmental support;there are still no common cultural values supportingESD; and sustainable development is still not embed-ded in all education sectors.


The workshop was designed to develop strategies forthe next M&E phase, based on assessing learningprocesses in ESD. This means, that it will be importantto determine the focus and the targets which need tobe monitored. Workshop participants agreed that thisis a difficult task as there is a need to define what learn-ing means and to find ways to know how and whichtype of learning is translated into actions which leadto sustainable futures. Therefore, criteria to monitorinnovative learning, such as experiential, inquiry-based, problem-based learning, will need to be de-

fined. Workshop participants also emphasised howcompetencies in ESD as well as a change in value-sys-tems should be foci of the next M&E phase.

Monitoring and Evaluation in ESD needs to be plannedand reported through multi-stakeholder consultation,not only involving government agencies and depart-ments, but also civil society organisations, educationinstitutions and the business sector, taking into ac-count the existing diversity of cultural perspectives.This means that it will be essential to determine whoare the key stakeholders, who will need to be involvedin this second phase, and the ways they can contributeto the evaluation process. This entails to empower andengage people and organisations to take part in theprocess in order to include their different voices andperspectives. The stakeholder involvement will requireadequate training to build capacity and develop skillsto effectively monitor and evaluate ESD.

The second Monitoring and Evaluation phase will alsohave to set in place an accurate system to collect dataand thus evidence of what is globally happening interms of learning for sustainable development. Work-shop participants suggested creative ideas such as:collect data in conferences where different stakehold-ers meet; create online systems to enhance theopportunities to contribute to offering evidence; de-velopment of longitudinal studies to measure changesover time; and to document stories of change.

Workshop rapporteur: Ingrid Mulà, IRIS, Universityof Gloucestershire, United Kingdom

Deciding upon priorities



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The integration of Education for Sustainable Development (ESD) intoeducation varies among different fields of teaching and learning. Re-quirements, practices and opportunities of ESD vary from one educationsetting to another. Moreover, when addressing the role of ESD in educa-tion, the important question of how Education for All (EFA) and ESD relateto each other must be considered. The main thrust of each workshop inthis cluster was: how can ESD contribute to improving the quality ofteaching-learning processes?

18. EFA and ESD Dialogue: Creating Synergies and Linkages forEducating for a Sustainable World

19. Better Schools at Pre-school, Primary and Secondary Levelsthrough ESD

20. The Role of Higher Education and Research in ESD21. ESD and Lifelong Learning22. ESD and TVET – Developing Skills and Labour Force Competencies

Workshop Cluster IVESD and the Teaching-Learning Process



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Workshop 18: EFA-ESD Dialogue: Creating Synergies andLinkages for Educating for a Sustainable World

Coordinators: Karin Jahr de Guerrero and Nadja Bleiber, German Federal Ministry for EconomicCooperation and Development; Khawla Shaheen, UNESCO

quality of EFA by incorporating the concept of lifelonglearning and by providing an opportunity for rethink-ing how educators are trained in order to strengtheninclusive, participatory, facilitative approaches toteaching and learning. Synergies between EFA andESD could enable more joint training between formaland non-formal educators and seek to break down thedivisions between the two agendas. It offers opportu-nities for learning in, by and as communities.


ESD is for everyone but it is most urgent for those atthe top with the greatest power to affect change. Par-ticipants felt that UNESCO should encourage and setup further opportunities for key people to come to-gether in order to develop joint EFA-ESD strategies.

It was expressed, however, that ESD until now hasmainly been focused on richer countries though itshould be viewed as an entitlement for everyone.Education which can sustain lives and people is es-sential. It was underscored that “ESD is not a luxurybut a necessity” both from an ethical but also a prac-tical standpoint. Educators from richer northern coun-tries and southern developing countries need to havemore opportunities to share ideas and develop pro-grammes of mutual benefit.

Some work has been carried out to develop EFA-ESDagendas. Several participants saw EFA as a target,and ESD as content and methodology. A participantfrom South Korea, for example, mentioned that it hasachieved EFA but has a long way to go with ESD.

Many participants felt that current formal educationsystems were preventing the introduction of ESD be-cause of their inflexible curricula. It was emphasisedthat a wholesale transformation in the way educationis perceived was necessary. Participants believed thatthe need to acquire additional resources was not


There was a strong consensus that synergies betweenEducation for Sustainable Development and Educationfor All (EFA) will strengthen both agendas and bringthem mutual benefits. In particular, ESD can help EFAachieve its goals by ensuring that increased emphasisis placed on relevance, appropriateness and contextu-alised learning and by incorporating indigenous andlocal knowledge. ‘Knowing is not enough’: there is aneed for education for empathy, which includes em-pathy for future generations, education for praxis,problem-solving, critical thinking, responsibility, andfor inclusive societies. ESD’s commitment to the val-ues and concepts of sustainability and to processes ofcritical thinking and reflective practice also strength-ens the quality dimensions of EFA. In addition, EFA candraw on ESD’s experience in interdisciplinary workacross both the natural and social sciences to enhancethe quality of learning and the development of educa-tional systems appropriate for the 21st century. Edu-cation alone is not sufficient to address ‘capability’ andpoverty9, indeed sometimes it can compound themand even become part of the problem10 ; therefore, it isthe kind of education which matters. For this reason,an educational process is needed that is transforma-tive, develops socially critical thinkers, and enables cit-izens to hold those in power accountable. This needsto be addressed at an individual as well as collectivelevel.

ESD, with its broader reach and perspective, couldhelp to ’re-imagine’ EFA delivery outside the con-straints of school systems, for example, learning inand with the community11 and forging links betweenschools and communities. Nearly half of the world’spopulation are young people, most of whom are in de-veloping countries. Therefore strong opportunities ex-ist for EFA and ESD synergy. ESD can also enhance the

9 Sen, Amartya. Development as Freedom. New York: Alfred A. Knopf, 1999.10 See among others, David Orr 2004 Earth in Mind: On Education, Environment and the Human Prospect. Washington D.C.: Island Press, 2004.11 Community is meant here in the broadest sense, not just geographically.


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always necessary, but rather an adoption of differentapproaches; such as closely linking the formal, non-formal and informal sectors together. Further oppor-tunities to make these links at local, national and sub-regional levels would facilitate this process.

Workshop participants stressed that the Conference of-fered NGOs, Governments, the community sector andprivate sector organisations an opportunity to work to-gether. However, many believed that there are moreopportunities within regional and existing structuresand also perhaps the Regional Centres of Expertise(RCE) process.


Participants underlined that ESD and EFA thus far arenot strongly integrated and therefore integrationneeds to occur immediately. Such integration shouldbuild on existing structures and mechanisms wherepossible. Some countries (for example the SouthernAfrican Development Community (SADC) which has aprotocol on ESD) have made greater progress thanothers.

A positive start has been made with EFA-ESD dialogueand it needs to be taken forward by UNESCO as a mat-ter of urgency. UNESCO could build on the EFA-ESDdialogue technical paper to take the process forward.In some countries this process is already being devel-oped. An example of such initiatives is the UNESCOUK National Commission’s ESD working group plan-ning of an expert seminar on the dialogue paper inJune 2009 in the United Kingdom.

The current global financial crisis offers an opportuni-ty to develop a strong case for quality education (EFAand ESD) because it underscores the need for theworld to change in the light of the global challenges,especially that of climate change.


Develop structures which link EFA and ESDagendas while recognising their individual andparticular attributes, goals and perspectives.

There is a need for more intersectoral collaborationand partnerships: strategies and structures need to beput in place and financed. Although this processshould be facilitated by UNESCO there is also a needfor ESD and EFA practitioners on the ground to take itforward. This needs to happen at all levels: regional,national, international, between different UN bodiesand within UNESCO itself. UNESCO, as the lead UNagency for both ESD and EFA agendas, has a key rolein making this happen, and therefore should seek tobuild on existing structures.

Proposed key activities:Participants emphasised that policy-makers neededESD capacity-development in the light of the urgencyof the challenges of climate change and the current fi-nancial crisis. This should include civil servants,Government, media, leaders of the private sector – allmajor change agents. In order to form a critical massof informed and politically active citizens who can putpressure on policy-makers and to provide quality ed-ucation for all, ESD implementation at school levelshould also be further actively promoted.

Many participants felt that the current financial crisisoffered an opportunity for a review of the neo-liberalgrowth agenda which has substantially failed to ad-dress issues of climate change and sustainable devel-opment, including poverty eradication. ESD can offera socially critical framework through which to addressthese current challenges.

In order to do this effectively, participants stressed thatESD needed a higher profile in educational debatesand policy-making platforms (both national and inter-national). UNESCO clearly has an important role toplay in this regard. This includes the need for UNESCOto lobby for funds for ESD (especially for capacity de-velopment, training, advocacy, and awareness-raising)as well as for EFA.

It was felt that ESD should be put on the agenda of in-ternational meetings and other UN agencies’ agendas.Participants emphasised that UNESCO could, for ex-ample, raise the interest of the World Bank in ESD asit has done with EFA or train international fundingagencies to incorporate ESD in the same way that theyhave incorporated gender. EFA needs to bring in arange of other partners, for example from the eco-nomic and environmental sectors to explore the range

12 Wade, Ros and Parker, Jenneth. “EFA-ESD Dialogue: Educating for a sustainable world" UNESCO Education for Sustainable DevelopmentPolicy Dialogue No.1: 2008



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of factors which (in addition to education) are con-tributing to the challenges in attaining the EFA goals.There is a need to further link formal and non-formaleducators to share practice and expertise in quality-relevant education for all and for sustainable develop-ment. This is of particular importance for teachers andeducators. Goal 3 of EFA (Promote learning and lifeskills for young people and adults) can be addressedwithin this context: Ensuring that the learning needsof all young people and adults are met through equi-table access to appropriate learning and life-skills pro-grammes. Finally, it was underlined that climatechange concerns are an opportunity to link EFA andESD not just for mitigation but also for adaptation ofsocial systems.

Research agendaParticipants pointed out that ESD needs to work moreclosely with EFA and higher education institutions tofind ways of developing holistic, interdisciplinary ca-pacities and structures which could be implementedin educational systems. Current systems of measure-ment and evidence collection are not yet adequate inreflecting and evaluating quality education, and it wasfelt that ESD-EFA synergy could help to develop thisarea. Effective indicators for quality education shouldbe developed by 2015. In relation to ESD, the UNESCOMonitoring and Evaluation Expert Group is alreadyworking in this area and opportunities for EFA-ESDsynergies exist in this regard. Interregional as well asinternational research programmes would enablemore contextually relevant research and evidence.

Teacher EducationEFA’s two key challenges, shortage of qualified teach-ers combined with concerns about the quality ofteacher education in some regions, mean that EFA-ESD synergy is an imperative. In particular, it was em-phasised that opportunities should be developed forthe involvement of community non-formal and infor-mal educators, including NGOs to participate inteacher education and to help break down the barriersbetween the formal and non-formal sectors as well asbetween different disciplines. It was also stated thatmuch more professional development at school levelis needed because centralised top-down programmescan be counterproductive or contribute to the dis-abling of teachers. UNESCO’s International Network ofTeacher Educators in ESD could provide opportunitiesto develop EFA-ESD synergy.

Workshop rapporteur: Ros Wade, London SouthBank University, United Kingdom


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Workshop 19: Better Schools at Preschool, Primary andSecondary Levels through ESD

Coordinators: Moacir Gadotti, Paulo Freire Institute, Brazil; Jeannette Larue, Ministry of Educa-tion, Seychelles


ESD has promoted or given visibility to concepts keyto quality education. Examples of this include: the con-cepts of “whole school approach” “eco-schools”, and“sustainable schools”. These concepts have been putinto practice in more and more settings. Other report-ed initiatives aim to give meaning to, and develop ac-tions around, specific aspects or dimensions of ESD,allowing school experiments such as “Special ThemeDays”, a week-long stay in the forest, school clubs (fo-cusing on wild life, school gardens or farming), smallscience projects, and including local knowledge inschool curricula.

Even though some of these practices may exist prior to(and without) the introduction of the notion of ESD,and recognition should be given to these practices assuch, the broadness of ESD will enable a clearer con-ceptualisation of all attributes of quality education.(What matters is not the “label ESD”.) ESD reinforcesthe key elements and characteristics of quality teach-ing and learning: the school environment, the physi-cal set up of the school (recreation areas, classroom,cafeteria, green areas, cultural activity, sanitation,water supply, mini-museums, healthy food, waterharvesting, etc.); the social aspect (valuing pupils’ cul-ture), the linkages with the school community; and in-tercultural approaches.


There is a need for promoting networks of teachersand encourage exchange programmes both amongstudents, teachers, school principals and parents as-sociations, as well as education managers. Recogni-tion of cultural diversity and national specificitiesenhances understanding of what works in a specificcontext and may not in another.

There are alternative ways of generating resources, re-lying on school initiatives but also involving the larg-er community with private enterprises and businesscompanies, to support ESD initiatives. Researchshould also be supported to inform ESD practices andpolicies. Sub-regional and regional initiatives, e.g.,teachers, school leaders networks, research networks,students associations (UNESCO Clubs, UNESCO’s As-sociated Schools Project Network) contribute to inter-national exchange of experiences.


First, there is a realization that we should break fromthe perception of ESD as a “new thing”. For this makesit difficult for people (practitioners, mainly) to perceiverelevant experiences that qualify as good ESD prac-tices at school level as worth reporting. At the sametime, ESD calls for change. Knowledge needs to be“reconceptualised”. Teaching and learning are to beviewed as evolving and mutually supportive. Pre-school needs to be revalued.

Apart from this realization, achievements include anenhanced awareness of inter-disciplinarity in ESDpractices. The role of teachers and school principals inrealizing DESD goals at schools level is increasinglyacknowledged as paramount, together with the in-volvement of parents and communities in the wayschools operate and learning and teaching conducted.One impediment to this is the rigidity of “prescribed”curricula and of official examination systems, whichprevent teachers’ creativity and innovation in teachingand learning. Another limiting factor is the capacity ofthe actors (teachers and principals) who need to betrained and motivated to become facilitators and pro-moters of innovative practices towards the DESDgoals.



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The majority of workshop participants came fromGovernment, which might lead to the conjecture thatother stakeholders (e.g., the private sector) have littleinterest in school-based issues. There is a need to in-crease the latter’s awareness of the issues for theirneeded involvement in school-level decision-makingand initiatives.

There is also the need to highlight the role of schoolleadership for a successful, broader and deeperinfusion of ESD practices in school activities, and theirsupport to teachers, especially in remote areas, whorequire (re)-training. Sustainable school environmentsrequire consistent funding. Fundraising initiatives atlocal, national and international levels should beundertaken.

For actual and effective mainstreaming of ESD inlearning and teaching, ESD subjects and activitiesshould be made “credit-bearing” to motivate studentsand teachers. Examinations and testing systemsshould be reviewed to make them consistent with ESDpractices. Learners’ creativity and collective initiativesshould be adequately rewarded.

While the harnessing of the potential of InformationCommunication Technologies should be promoted, ef-forts should be made to allow and make sufficientroom for real human contacts for and among schoolactors: students, teachers, parents, community, atnational level and internationally.

Documenting and disseminating information on spe-cific concepts, such as “Eco-schools” (although most-ly environmental) should be promoted to createfamiliarity around what they stand for and allow ex-perience sharing from around the globe. UNESCO’sAssociated Schools Project Network is called upon tocontinue playing a key role in this process.

Workshop rapporteur: Edem Adubra, UNESCOWindhoek Office


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Workshop 20: The Role of Higher Education and Researchin ESD

Coordinators: Rosalyn McKeown, Portland State University; Yoko Mochizuki, United NationsUniversity, Institute of Advanced Studies (Teacher Training, Multidisciplinary Research, Innova-tion and Critical Reflection)

This workshop was divided into a number of sessionswhich were all characterised by a series of brief,pre-arranged, and diverse inputs from attendeesrepresenting institutions from across the world; andquestions and points from the floor.


Higher education is important to sustainable develop-ment for three main reasons. One is the immediateinterface with employers where students go into workwhere the sustainability issues faced by society aremet on a daily basis. There are examples of this con-nection across the entire higher education disciplinaryspectrum. It is sometimes said that, although the high-er education sector might have a relatively small pro-portion of society’s ecological footprint, it has 100% ofthe students, and the opportunities and responsibili-ties that follow from this need to be taken seriously.Although the idea that students need to be engaged inthese matters through teaching programmes and ad-ditional campus-based activities seems relatively clear;much less clear is how this might usefully be done,and for what reasons. These latter points remain, cor-rectly, contentious.

The second reason is the unique research remit ofhigher education institutions. This hardly needs stress-ing in one sense, as university research and scholarlyactivity will continue to be key components of socialprogress – however we come to see this. Of course,opportunities for sustainability-related research aregrowing as both research funders, business and thirdsector organisations see the need for appropriate re-search. It is worth noting, however, that although thescope of research stretches across higher educationinstitutions’ disciplinary base, the opportunities for in-ter-disciplinary research – and its reporting – remainlargely unrealised owing to a range of factors, some

of them institutional, some disciplinary, and others ex-ternal.

The third reason is based on the premise that highereducation institutions have direct links with businessand the community where research could be dissem-inated, connections made, and social change broughtabout – all of which will be crucial to help societytransform itself.

What a university does can be classified, one way oranother, as teaching, research, or administration.A particular tension exists across all three of these do-mains which we might think of as a tension betweenstability and change, and between certainty and spec-ulation. It is fuelled, on the one hand, by the impera-tive to archive, protect, apply and bequeath existingknowledge; and, on the other, the need to challengethat knowledge, to break through into unexplored ter-ritory, to go beyond problem-solving into comprehen-sive problem-redefinition. In the present, there is anexpectation that everyone will face new, unimaginablecircumstances in their lifetimes with which, in one wayor another, and for better or for worse, they will haveto learn to deal with. This means that the tension be-tween the known and the unknown is now just asstrong for university teaching – as it is in research.Whilst particular people, at particular times and places,may want the stress to be on knowledge transmission,or on a challenge to that knowledge, inescapably nowboth are crucial. This tension is also characteristic ofsocieties that have universities. In fact, it is to univer-sities that societies delegate a large part of theresponsibility for informing their management ofthe problem of, as Jared M. Diamond puts it in Col-lapse,13 ‘choosing to fail or survive’. As his historicalanalysis well illustrates, this choice involves, crucial-ly, knowing at any time which knowledge to revereand which to abandon – but the significance of such achoice has been known for a long time – certainly forlong before anyone began a discussion about sus-tainable development.14

13 Diamond, Jared M. Collapse: How Societies Choose to Fail or Succeed. New York: Penguin, 2005.14 To aid its analysis, this aspect of the report has drawn on Gough, Stephen and Scott, William. Higher Education and Sustainable development:

paradox and possibility. London: Routledge, 2007.



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It is clear that it is not adequate just to focus on whatchange has been enabled as universities grapple withissues around sustainability; of equal importance hasto be a focus on how change has been effected andwhat have been the positive (for example, successfulincentives and awards, and tangible achievements)and the negative features (for example, financial andopportunity costs) of this. Thus, participants under-lined that context and organisational structure and pol-itics are all important when describing and reportingsuch change events. This requires a particular kind ofcase study approach – one that takes the process ofchange seriously. Such case studies, and other re-search stories, need to be written in ways to enableothers – who may be in organisationally and cultural-ly quite different situations – to see the relevance ofthewhat and the how to their own context. There alsoneeds to be a critical focus on methodology, as howwe come to knowwhat is being claimed is a crucial as-pect of any claim to validity.


Participants from across the regions presented broad-ly positive and thoughtful views on what was beingdone and achieved, and on how constraints and barri-ers were being addressed. The unique positioning ofuniversities in having, essentially, all the world’s un-dergraduate students studying within them prior totaking up a career where sustainability issues areincreasingly likely to be at the fore, means that the

incorporation of sustainability issues into undergrad-uate programmes is a key opportunity for institutions.It seems clear that a number of distinct models of ef-fecting this are being developed, not least of which arethe ways in which students are encouraged and en-abled to work with organisations of all kinds (charities,public sector entities, partnerships, private corpora-tions, etc.) in order to get actual problem-solvingexperience as a key (or complementary) aspect of theirstudies. Literature exists on the way that universitiesare participating in what amounts to nothing less thana reconceptualisation of the professional role.


The need for greater interdisciplinary research waswidely stressed as was the need for national and sub-regional policy-level incentives to stimulate it. Equallyimportant was the need to try to ensure that researchand/or development are reported in sector-significantoutlets, in explicit leading, as well as niche journals.Many attendees saw UNU’s Regional Centres of Ex-pertise (RCE) and RCE international networking as im-portant ways of aiding the collaboration of universi-ties, and their reaching out to communities through acommon agenda. One point that was stressed strong-ly was the diverse nature of universities across theglobe and even within regions or countries. Universi-ties can have widely differing approaches to, roles,foci and structures and, because of these and otherfactors, may well have different sustainability issues. Itwas thought that this means that each institutionneeds to follow a development path in relation to sus-tainability that makes contextual and contingent senseto it. Further, it was concluded that the world’s univer-sities can be thought of as being at different stages intheir dealing with sustainability issues: from somequite experienced, sophisticated and advanced, to oth-ers who have scarcely begun even to think about howto begin. Whilst all such development is both contex-tual and contingent, it may be possible to say some-thing conceptually sensible and helpful about suchstages, and about how institutions could be helped tobecome aware of their own developmental achieve-ments and ongoing needs.

Workshop rapporteur: William Scott, University ofBath, Centre for Research in Education and the Envi-ronment, United Kingdom


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Workshop 21: ESD and Lifelong Learning

Coordinators: Adama Ouane, UNESCO Institute for Lifelong Learning; Liu Yunhua, Shangri-laInstitute in China, Member of the International Advisory Group of the Bonn Conference


Learning for sustainable development is a process thatcontinues lifelong and therefore takes place in a wholerange of learning environments that may be formal,non-formal and informal in nature. The ultimate ob-jective is a better future for all.15

The workshop highlighted the diversity of approach-es, ways of understanding and interests as well as arange of theoretical and political principles underpin-ning Lifelong Learning’s contribution to SustainableDevelopment (LLLSD). Participants discussed the es-sential contribution of ESD to all of education in fourgroups.

According to the first group, LLLSD is about devel-oping those competences that people require to un-derstand their relations with one another and the restof nature and realise forms of citizenship that enablethe continued co-evolution of human and non-humannature. The principles of LLLSD should be multi-disci-plinary and holistic, involving critical thinking andproblem-solving, diversity in the methods used forteaching and learning, as well as participatorypractices in decision-making which are relevant bothlocally and globally.

The second group stressed the importance of makinglifelong learning a reality, considering the overwhelm-ing current subsectoral thinking and lack of action.LLLSD is not about pre-determined competences, butabout those that emerge when people address issuesfacing their community and learn from one another. Itis necessary to consider values, attitudes, new waysof learning and change in behaviour. All competenceshave relevance in some contexts. There should be op-portunities for all to become lifelong learners and tobuild learning communities and societies. LLL goesbeyond the education system to involve politics, eco-nomics, religion, media and the larger civil society.

Two key principles of LLLSD concern the protectionand conservation of natural resources as well as jus-tice, redistribution of resources for equitable societiesand common responsibility for all humanity.

According to the third group, LLLSD is about learningto learn and creating (new) mind-sets and values forfuture-oriented living and about fostering skills for sus-tainable approaches in the economy (micro-enterpris-es, informal economy) and communities. It was feltnecessary to put definitions into easily understandableterms so that the meaning of LLLSD becomes acces-sible to everybody not just to experts.

For the fourth group, LLLSD is Education for All (EFA)that is lifelong and for sustainable development. It isabout learning continuously, focusing on sustainabledevelopment, and the ever-changing and ever-evolv-ing nature of knowledge. Two principles were impor-tant: one was that everyone should be able to develop;and second that everyone must learn to contribute tosustainability. ESD should not only be implementedthrough formal education, but it should be lifelong, in-cluding learning in formal, non-formal and informalsettings.


In the workshop, three case studies were presentedwhich are summarised in the following.

A participant from Bangladesh emphasised that non-formal LLLSD can fill gaps and complement the offerby formal education. It can cater for the specific de-mands of the communities in the context of improv-ing their livelihoods. Moreover, LLLSD is able to linkup with specific income-generating opportunities forthe learners (sustainable agriculture, water and sani-tation, entrepreneurship education) as well as withlocal communities and involve them in the provisionof learning opportunities.

15 See Heideveld, Antoine and Cornelissen, Susan. Learning for Sustainable Development, Exploring Learning Strategies Across the Lifespan. Net-herlands National Commission for UNESCO / Dutch Institute for Vocational and Adult Education (CINOP) (2008): 15



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A participant from China drew attention to the importance of utilising traditional wisdom and localknowledge to inform appropriate learning and action.Traditions, religious concepts and indigenousknowledge are some of the strong foundations for thebuilding of sustainable communities.

A participant from Burkina Faso highlighted how thereal contribution to a new vision of education has tocome from civil society organised at national level.The strong determination of all stakeholders, espe-cially civil society, is important, along with the needfor budget resources dedicated especially to non-for-mal education. LLLSD concerns the promotion of eq-uity, democracy and environmental protection withina holistic, inclusive, diversified education in a widerange of settings, and tailored to individual experi-ences.


Workshop participants emphasised that an integratedapproach that brings together different societal sec-tors (community education, civil society, the media, re-ligion, culture, the economy, family, industry, etc.) isof central importance. Moreover, it was stated thatcontinuous learning opportunities in all communitiesare essential.Guidance for learners on where they canlearn and what they can learn needs to be provided.Central to ESD is a value- and community-based learning that challenges pre-determined content.Participants highlighted that synergies and bridges be-tween formal, non-formal, and informal education areessential. Sustainable development makes up the con-tent, principle, and the main aim of the whole learningprocess. Approaches to sustainable development varyaccording to different local contexts. Finally, it wasstressed that EFA is for sustainable development.


1. Lifelong learning has to be an overarching frame-work and an organising guiding principle for plan-ning and supporting learning systems, whichinclude formal, non-formal and informal learning,with the aim of achieving sustainable develop-ment;

2. Sustainable development understood in its broad-er sense – including values, norms, culture andtraditions – is the content of lifelong learning;

3. Lifelong learning for sustainable development em-phasises learning processes from learning to actand learning to change;

4. Support structures and opportunities need to beavailable to endorse this kind of learning;

5. All kinds of learning including unstructured andnon-hierarchical learning need to be valued andrecognised.

Workshop rapporteur: Astrid Hollander, UNESCOSantiago de Chile Office


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Workshop 22: Developing Skills and Labour ForceCompetencies Including TVET in Support of SustainableDevelopment

Coordinators: Rupert Maclean, former Director UNESCO-UNEVOC International Centre forTechnical and Vocational Education and Training; Harry Stolte, Inwent – Capacity Building Inter-national; Dagmar Winzier, German Federal Agency for Vocational Education and Training


Technical and Vocational Education and Training(TVET) is an important educational sector that –through its graduates – directly influences the sus-tainability of society, economy and environment, andtherefore is a critical contributor to sustainable devel-opment. The TVET sector is becoming more influen-tial as its population is growing. ESD – through TVET– aims at developing values, work ethics, lifelonglearning skills, occupational knowledge and skills toconduct sustainable practices in the workplace. Addi-tionally, TVET exerts a strong influence in increasingsustainability of communities by increasing employa-bility and by developing entrepreneurial skills that leadto self-employment and job creation.


Good practices that occur in different regions such asthe model of ‘broad competencies’ (South Africa); in-clusion of values (China); and teacher education for ESDmodels (Australia and Hong Kong) need to be known toTVET practitioners internationally. UNESCO-UNEVOCcan be considered as an appropriate organisationalstructure to facilitate the process. The results of re-search projects need to be shared also with a particularemphasis being placed on differences in cultural con-texts. However, common challenges need to be identi-fied and these provide a basis for the development ofstrategic approaches. More intensive exchanges at re-gional and international levels are required in the fol-lowing areas: what ESD means for TVET; what are theeffective ways to change TVET curricula and trainingregulations towards ESD; how to include ESD in TVETteacher education and how to qualify trainers in ESD.


There is a shared understanding of the role of TVET inESD and some public awareness and common under-standing of the concepts and issues in the area. Sev-eral printed materials have been published and a com-munity of practice in TVET and ESD is developing.There are a number of intersectoral and interregionalinitiatives. However, it is difficult to evaluate their ef-fectiveness. While there is a need to monitor, evaluateand report, there is also a need to develop indicatorsof success.

Participants underlined that we should move fasterand on a larger scale. Strategies and practices shouldbe adapted to the local context, teacher trainingshould be improved, access to existing materials, casestudies, pilot projects and papers need to be facilitat-ed. There is a need to improve marketing of ESD inTVET and undertake evaluation and dissemination ofgood practices.


Workshop participants emphasised the need to en-courage governments to put more effort into develop-ing ESD in TVET and to develop country policies thatsupport this initiative. ESDmust be integrated into cur-ricula on a larger scale. It was underlined that a rangeof stakeholders should be organised to work togetherto achieve ESD goals in TVET. Partnerships for moreaction-based activities in TVET should be established.The cooperation with industry, trade and crafts (large-scale industry as well as small and medium-sizedenterprises) should be further strengthened. Pilot proj-ects, centres of excellence and capacity developmentworkshops for teachers and trainers should be devel-oped. Participants underlined that more emphasis



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must be placed on capacity-building and training ofTVET staff. Further teaching materials, e.g. interactivemultimedia software in ESD, are strongly needed.

Workshop participants stated that the importance ofvalues in TVET, including ethical and responsible en-trepreneurship, should be further emphasised. More-over, key messages must be identified that can beapplied in various cultural contexts through adapta-tion and interpretation. Lastly, it is important to adjustassessment in TVET to incorporate ESD capabilities.

Workshop rapporteur: Margarita Pavlova, GriffithUniversity, Australia


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Project-based Workshops

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Struggle with the home trainer until enough electricity has been generated to use the computerfor five minutes. Experience what sustainable food provision means, and then try the food straight-away. Be both the captain of a ship on the Rhine and take water samples. Join in the discussionat workshops during a school conference. Or perhaps you would rather learn to recognise plantsby their smell in the aromatic garden?

Project-based Workshops:Experiencing Education forSustainable Development Live

Education for Sustainable Development (ESD) is closeto reality and yet implemented in varied forms, as theparticipants of the World Conference experienced firsthand on the afternoon of the second Conference day.ESD projects invited participants to 14 project-basedworkshops, which took place as excursions in andaround Bonn. In their preparation, the organizers ofseveral projects, most of which had been recognisedas official projects of the UN Decade of Education forSustainable Development (DESD) by the GermanNational Committee, met to reflect together on theirteaching and learning methods and develop an inter-active programme for Conference participants togeth-er.

The project-based workshops were a way of openingup the horizon of the Conference programme, to ex-perience what ESDmeans in practice and to exchangeopinions in an interactive way. Participants playedgames, tried things out and experimented in smallgroups, then experiencing and living the issues in ameaningful way. The German project representativespresented the context from which the project originat-ed and in which the project would be implemented,but also explained the concept behind the practice.The discussions covered the issue of differing interna-tional implementations of ESD and the possibilities forexchanging good practice models. The project-basedworkshops thereby contributed particularly to the Con-ference goal of promoting international exchange.

In thematic cluster 1, “Relevance of ESD for keysustainable development challenges”, project-based workshops were held on the topics of water, bi-ological diversity and forests. While Conference par-ticipants took water samples on the Rhine using themeasurement and research vessel “Burgund” andanalysed them during an instruction unit, participantsat the Rhine Regional Museum in Bonn learnt how thetopic of water can be dealt with in various education-al fields.

On the research vessel “Burgund”



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It became apparent from this that the need to be eco-nomical with water use is much clearer to countrieswhich have water provision difficulties than it is inEurope, where it often has to be emphasised and clar-ified time and again before people really understand it.Water, the vital resource, is given more cultural im-portance in many countries than it is in Europe.

In the botanical gardens of the University of Bonn, thequestion of how biological diversity can be broughtinto education work was discussed, particularly withregard to zoos, museums and botanical gardens. Us-ing the example of coffee and cocoa plants, the pro-duction processes can be clearly shown. Emphasiswas also placed on traditional knowledge about theeffects of plants.

In the Kottenforst forest near Bonn, participants of theproject-based workshops on forests went on a tour us-ing a Global Positioning System device, where sever-al learning stations with natural materials and cardswere available. Connections between forest educationand ESD were discussed using a chest of learning

materials and a system of instruction courses for for-est educators. In particular, the discussion brought outthe positive nature of focusing on the world as awhole, as it is exemplified by forests, and the possi-bilities of benefiting educationally directly from nature.

The project workshops in thematic cluster 2, “Es-tablishing Partnerships for ESD”, dealt with inter-national cooperation and establishing ESD on a firmfooting in higher education, as well as the topic ofglobal justice. In the two workshops on higher educa-tion, Conference participants had an exchange withalumni of a German programme from southern coun-tries, who had previously taken part in summerschools on ESD at German universities. The podiumssaw lively discussion on how universities are activelyfacing the challenge of ESD and how they can be re-structured along the lines of the principle of sustain-able development. It was shown, in particular, that it isnot just the question of content of teaching and re-search that should be addressed, but also alterationsto learning processes and university structures. Thequestion of the required change in mentality in thelight of the challenges of sustainable developmentcould actually give an important impetus to higher ed-ucation in the future. In universities, questions of ESDcould be integrated into new forms of learning, suchas e-learning, right from the outset.

In a project-based workshop on global justice, meth-ods and instruments were presented which can createawareness about injustice and inequality. A coveredbreakfast table showed how different people fromaround the world eat breakfast and demonstrated theproblem of food shortage and unhealthy nutrition. Par-ticipants discussed these issues with the winners of aschool competition on biological diversity in a global

Discussing biological diversity at the botanical garden

©BundeamtfürNaturschutz/SaschaZiehe

©Querwaldein/AnnetteEberth

Learning in the forest



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perspective as well as with schoolchildren andteachers who exchanged views with experts in othercountries using chat rooms and internet forums. Par-ticipants then slipped playfully into the role of theunemployed, pilots or people with disabilities, andthen judged for themselves in which social areas thefictional person could come forward and participate.Participants in the discussions felt that such projectsand methods should be further strengthened in theeducation system. Moreover, it was stressed that insuch intercultural learning projects both sides profitfrom the cooperation.

In thematic cluster 3, “Capacity-developmentfor ESD”, the project-based workshops tackled thepossibility of learning outside the classroom. For thispurpose, a project-based workshop was held on learn-ing with multimedia methods. Two workshops shedlight on possibilities for informal learning in exhibi-tions and nature experience, as well as through ex-perimental learning. Multimedia learning was under-stood as a cross-disciplinary and self-organised formof learning. Participants could do experiments them-selves with flowing water in a learning laboratory. Atwork stations, self-organised learning on the subjectsof water provision, responsibility for water, culturalsignificance of water, and water quality were present-ed. Once again, participants had the possibility of do-

ing their own experiments. The work with visualisa-tions and metaphors as well as the understanding ofcontext and interdependency were highlighted as par-ticularly important.

Informal learning in extra curricular learning environ-ments was made visible and tangible in two project-based workshops. What it means to make plants andanimals from all parts of the world easy to grasp forchildren was shown in a world garden, which was setout in the form of a world map. A hidden jackerlope –a legendary Bavarian fantasy creature made out of thebody of a hare, with antlers and wings – among sev-eral local animals showed that when experiencing na-ture, you need watchful eyes and not everything canbe accepted at face value. On a race course dealingwith energy experiences, participants were able to seehow long it would take to struggle on a personal train-er to produce enough energy to power a computer, orto see how great the difference was between the elec-tricity consumption of incandescent bulbs and energysaving-bulbs. The fact that you can paint using earthand create colourful pictures with different types ofsoil was a new experience, and not just for kinder-garten children. ESD was made tangible here just as itwas with a podcast on environmental management inschools or with an aromatic garden, where the aromaof plants can be smelt first hand. In a museum on the

Speaking about global justice when looking at breakfast tables from different countries

©Welthungerhilfe/ReginaRiepe



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subject of energy, humankind, nature and technologyin the city, possibilities for extra-curricular learningwere demonstrated. A climate expedition was alsopresented which compared live satellite pictures withold recordings, making climate change clearly visibleand emotionally tangible.

The project-based workshops in thematic cluster 4,“ESD and the teaching-learning process”, placedtheir emphasis on the educational areas of primaryand secondary education, early childhood educationand vocational training. The German network of UN-ESCO Associated Schools presented an internet plat-form on which schoolchildren from around the worldexchanged views on education, the environment andsocial affairs. Intercultural learning from each otherand simultaneous acquisition of media competences,which are at the forefront during daily communicationbetween members, were experienced first-hand byConference participants on the online platform. Withan electric vehicle and a solar cooker, the topic of theinternet forum – renewable energies – also came to thelimelight on the school’s playground. A guidebook forpeople with disabilities, produced by the schoolchild-ren, and an exhibition on organic shrimp farming,dealt with the thematic questions of local and globaljustice. The programme was rounded off with a sus-tainable buffet prepared by vocational students ofhome economics, which had not just a culinary effect.

Discussions were also lively at the preliminary confer-ence to the International Children and Youth Confer-ence for the Environment in 2010 in Brazil. The school-children had worked for a whole week in workshopsdeveloping projects on ESD, one of which would beimplemented in their school. Together with conferenceparticipants, they discussed their preliminary resultsand the ideas that came out of the interdisciplinaryworkshops. As a result, both the projects on energysaving and renewable energies that have been imple-mented so far and new projects on social cooperationand conflict solution were dealt with. The results willbe brought into national and international processesto prepare for the Children and Youth Conference in2010.

ESD in vocational training is important for trainees aswell as for the businesses in which they work, as forexample saving resources brings with it a direct com-mercial value. The fact that this can all be fun wasalso illustrated when vocational students presented aproject in which they worked in collaboration with dif-ferent professional branches to build a house thattakes into account sustainability issues. Whole busi-nesses can use ESD to become learning communities.

The Conference participants were able to slip onceagain into the role of a kindergarten child when theyjoined in the learning stations at the childcare premis-es: whether it was producing bread on an open fire ordoing handicrafts with stones and natural products,the question here was one’s own initiative. It becameclear how important the connection between learningand playing is, not just in early childhood education.

In particular, the combination of learning through prac-tical experience and fun as well as inspiring gameswere highlighted as good practice in the workshop dis-cussions. Practical learning by trying things out andtouching them is always important, particularly out-side the classroom in nature and informal education.It was also deemed important to bring the local com-munity on board with projects on the ground.

A strong focus was placed in the discussions on thesecond half of the DESD, which, it was said, must beused to bring model projects to the wider public. Thestep from good practice to general practice should betaken. This step can be supported by the developmentof an international platform for exchanges of goodpractice. Participants considered that the different in-stitutional framework conditions made it necessary tohave different approaches to finding solutions; manyeducational materials in the past had remained toogeneral to be applicable in each local context. Particu-lar emphasis must also be placed on making trainingand further education of educators themselves rele-vant and geared towards practical application in orderto make good practice in ESD possible.

Adults learning from the youngest

©Kindergarten„HandinHand“Oberhonnefeld/PetraSchnell



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Contact Details of Project-based Workshop Coordinators

I - Relevance of ESD for Key SustainableDevelopment Challenges

1. Water as a Source of Life: From TraditionalExcursions to Streams Towards InnovativeStewardship of Streams by Schools, Bonn

Stewardship of Streams AdenauErich-Klausener-Gymnasium AdenauMr Winfried SanderDr.-Klausener-Str. 43-45, 53518 Adenau, [email protected]://ekgadenau3.bildung-rp.de

Neptun – New Partnership for Transnational Un-derstanding and Co-operation in WaterManagementu.bus GmbH, Gesellschaft für regionale Entwicklung undeuropäisches ProjektmanagementMs Uta VoigtGormannstrasse 14, 10119 Berlin, [email protected]

Schools for a Living NeckarNABU UmweltbildungMs Simone [email protected]

2. Water Quality and Research – the Ship MS Bur-gund as a Floating Classroom, MS Burgund on the R-River Rhine

Research Ship MS “Burgund“Ministerium für Umwelt, Forsten und VerbraucherschutzRheinland-PfalzMs Bettina ThielKaiser-Friedrich-Straße 1, 55116 Mainz, [email protected]

3. Biological Diversity and Education forSustainable Development, Bonn UniversityBotanic Gardens, Bonn

Botanical Garden BonnMs Karoline FriedrichMeckenheimer Allee 171, 53115 Bonn, [email protected]

Federal Agency for Nature ConservationFachgebiet II 1.2 Gesellschaft, Nachhaltigkeit,Tourismus und Sport

Ms Christine SchellKonstantinstr. 110, 53179 Bonn, [email protected]

Inwent – Capacity Building InternationalMr Kayode SalauWielinger Str. 52, 82340 Feldafing, [email protected]

Environmental Station ReichelshofMs Christa FritzkeKarl-Götz-Str. 24, 97424 Schweinfurt, [email protected]://umweltstation-reichelshof.de

4. Learning Sustainability in Forests andNature - Examples of Good Practice inGermany, German Hunting and ConservationAssociation, Bonn

QuerwaldeinMs Annette Eberth, Ms Alexa SchieferScherfginstr. 48, 50937 Köln, [email protected];[email protected]

German Hunting and Conservation AssociationMr Ralf PützJohannes-Henry-Str. 26, 53113 Bonn, [email protected]

ESD in Forest EducationInstitut für Forstpolitik, Universität Freiburg,GermanyMs Beate KohlerTennenbacher Straße 4, 79106 FreiburgInstitut für Naturwissenschaften und Technik,Pädagogische Hochschule LudwigsburgMr Armin LudeReuteallee 46, 71634 Ludwigsburg, [email protected]@ph-ludwigsburg.de

Forest Does SchoolLandesforst Mecklenburg-Vorpommern,Forstamt SchönbergMr Peter RabeAn der B 105, 23936 Gostorf, [email protected]


mailto:[email protected]

http://ekgadenau3.bildung-rp.de


http://www.neptun-project.org


http://www.nabu-wiesloch.de


http://www.mufv.rlp.de


http://www.botgart.uni-bonn.de


http://www.bfn.de


http://www.Inwent.org


http://umweltstation-reichelshof.de



http://www.querwaldein.de


http://www.jagdschutzverband.de




http://www.wald-mv.de


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II - Building Partnerships to Promote ESD

5. From Research to Action: ImplementingESD in Higher Education, German Academic Ex-change Service, Bonn; and

6. ESD and the Socio-economic Dimensions:a Challenge Towards Changing Behaviour and Con-sumption Patterns, German AcademicExchange Service, Bonn

German Academic Exchange ServiceMr Cay EtzoldKennedyallee 50, 53175 Bonn, [email protected]

7. How to Approach Global Justice? Methods and In-struments Enhancing Global Competences and Un-derstanding, Inwent – Capacity BuildingInternational, Bonn

Chat of WorldsInwent – Internationale Weiterbildung undEntwicklung gGmbHMs Belinda KnörrWallstraße 30, 40213 Düsseldorf, [email protected]

Projects on BiodiversityDeutsche Gesellschaft für TechnischeZusammenarbeit (GTZ)Ms Nikola DzembritzkiPostfach 5180, 65726 Eschborn, [email protected]

Disability and Development CooperationMs Gabriele WeigtWandastr. 9, 45136 Essen, [email protected]

World BreakfastDeutsche WelthungerhilfeMs Angela TamkeFriedrich-Ebert-Str. 1, 53173 Bonn, [email protected]

Game: Forwards!Deutscher EntwicklungsdienstMs Monika ZiebellTulpenfeld 7, 53113 Bonn, [email protected]

III - Capacity Development for ESD

8. ESD and ICT: Multimedia Learning, EvangelischeAkademie im Rheinland, Bonn

Water Learning LaboratoryCreative TatenMr Günter KlarnerLyngsbergstrasse 95, 531177 Bonn, [email protected]

Learning IslandsTransfer-21 Sachsen-AnhaltMr Holger MühlbachRiebeckplatz 9, 06110 Halle (Saale), GermanyHolger.Muehlbach@lisa.mk.sachsen-anhalt.dewww.modellversuche.bildung-lsa.de/transfer21/index.htm

9. Non-formal Education for SustainableDevelopment through Experiential Learning,Finkens Garden, Cologne

Finkens GardenMr Bernd KittlassFriedrich-Ebert-Straße 49,50996 Köln (Rodenkirchen), [email protected]/6/gruen/finkens-garten

Environmental Education at Primary SchoolGesellschaft für Umweltbildung Baden-WürttembergMr Bernd SchlagPrankelstr. 68, 69469 Weinheim, [email protected]

World Garden BiberachBUND BiberachMs Birgit EschenlohrBismarckring 5, 88400 Biberach, [email protected]

Orientation towards Experience within ESDMr Ulrich HolzbaurCity of Aalen, Marktplatz 30, 73430 Aalen, [email protected]

Experience of Energy and Climate Protectionthrough Energy SavingGymnasium am Römerkastell AlzeyMr Lutz QuesterBleichstr. 15, 55232 Alzey, [email protected]://roeka-alzey.de/



http://www.daad.de


http://www.Inwent.org


http://www.gtz.de


http://www.bezev.de


http://www.welthungerhilfe.de


http://www.ded.de


http://www.creta.de


http://www.modellversuche.bildung-lsa.de/transfer21


http://www.stadt-koeln.de/6/gruen/finkens-garten


http://www.gub-bw.de


http://www.bund.de


http://www.aalen.de


http://roeka-alzey.de


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10. Non-formal Education for Sustainable Develop-ment in Visitor Centres, Exhibitions and Nature Ex-perience Activities, Naturgut Ophoven, Leverkusen

NaturGut OphovenMr Hans-Martin KochanekTalstraße 4, 51379 Leverkusen, [email protected]

International Wadden Sea SchoolMs. Lisa DobutowitschHafenstraße 3, 25813 Husum, Germanyl.dobutowitsch@schutzstation-wattenmeer.dewww.schutzstation-wattenmeer.de

Climate ExcursionGermanwatch e.VMr Stefan RostockKaiserstr. 201, 53113 Bonn, [email protected]

IV - ESD and the Teaching-learning Process

11. UNESCO Associated Schools WorkingTowards ESD, Robert Wetzlar Vocational School,Bonn

National Coordination UNESCO AssociatedSchools ProjectDeutsche UNESCO-KommissionMr Volker HöroldSchillerstr. 59, 10627 Berlin, [email protected]

Robert-Wetzlar-BerufskollegMs Gabriele PilzKölnstr. 229, 53117 Bonn, [email protected]://rwb.bonn.de

SolarNet InternationalSchillergymnasium MünsterMr Christoph LammenGertrudenstr. 5, 48149 Münster, Germanychristoph.lammen@googlemail.comwww.schillergymnasium-muenster.de

Comenius-Kolleg MettingenMs Gerborg MeisterSunderstr. 15/17, 49497 Mettingen, [email protected]

12. Pre-conference for the Children and Youth Inter-national Conference for the Environment (Brazil2010), Emilie Heyermann Secondary School, Bonn

Emilie-Heyermann Secondary SchoolEmilie Heyermann-Realschule BonnMr Michael PacynaRobert-Koch-Straße 36, 53115 Bonn, [email protected]://ehs.schulen.bonn.de

13. Education for Sustainable Development in Lifeand at Work, House of NICA (sustainability withinchemical vocational training), Hürth

German Federal Institute for Vocational Educationand TrainingMs Dagmar WinzierRobert-Schuman-Platz 3, 53175 Bonn, [email protected]

House of NICAChemiepark KnapsackMr Rainer OvermannIndustriestrasse, 50351 Hürth, Germanyrainer.overmann@rhein-erft-akademie.dewww.nachhaltige-berufsbildung.de

14. Starting strong: Education for Sustainable Deve-lopment in early childhood, Kindergarten “Hand inHand”, Oberhonnefeld

Kindergarten „Hand in Hand“, OberhonnefeldMs Petra SchnellHauptstraße 15, 56587 Oberhonnefeld, [email protected]/kindergarten.html

Landeszentrale für UmweltaufklärungRheinland-PfalzMr Roland HorneKaiser-Friedrich-Str. 1, 55116 Mainz, [email protected]

Regional Confederation for the Protection ofBirds BavariaMr Klaus HübnerEisvogelweg 1, 91161 Hilpoltstein, [email protected]



http://www.naturgut-ophoven.de


http://www.schutzstation-wattenmeer.de


http://www.germanwatch.org


http://www.ups-schulen.de


http://rwb.bonn.de


http://www.schillergymnasium-muenster.de


http://www.comenius-kolleg.de


http://ehs.schulen.bonn.de


http://www.bibb.de


http://www.nachhaltige-berufsbildung.de


http://www.oberhonnefeld.de/kindergarten.html


http://www.umdenken.de


http://www.lbv.de


©UNESCO


ESD Projects Exhibition

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At the Conference venue, an exhibition showcased 25 projects on Education for SustainableDevelopment (ESD). Five projects per world region were selected from a large number of submis-sions. All types of educational settings were represented. The projects were selected in consulta-tion with the International Advisory Group of the World Conference.


Africa

Chanuka Express, Kenya

This pro-active youth-to-youth mobile outreach programme offers

practical skills to empower young people to embrace positive atti-

tudes to improve health, protect themselves and their environ-

ment as well as to create their own more peaceful and productive

lives.

The San Development Programme – an Integrated Ap-

proach to Education; in combination with Sustainable Li-

ving in an Arid Country – Practical Evidence from two In-

novative Projects, Namibia and International

While the San Development Programme is focusing on the educa-

tional and social needs of the marginalized San People, the Habitat

Research and Development Centre is the focal point for the pro-

motion of sustainable human settlements, and the Namib Desert

Environmental Education Trust is conducting environmental edu-

cation programmes.

Mainstreaming Environment and Sustainability into Afri-

can Universities (MESA), South Africa and international

MESA is a partnership programme to mainstream environment

and sustainability concerns into the teaching, research, communi-

ty engagement and management of universities in Africa including

an ESD innovations short course, seminars for university leaders,

a biennial conference and pilot programmes linking universities,

communities, business and industry in sustainable development

partnerships.

SADC Regional Environmental Education Programme, In-

ternational (SADC Member States)

This is a project of SADC, implemented by WESSA. The overall

objective is to enable environmental education practitioners in the

SADC region to strengthen environmental education processes for

equitable and sustainable environmental management choices

through training, policy support, materials development, research

and networking opportunities through communities of practice.

The following projects exhibited their activities at the Conference venue:

Contact: Ms Diana Wangui Maigwa, Ms Susan Scull-Carvalho

Jacaranda Designs Ltd.

P.O. Box 1202 00606

Nairobi, Kenya

[email protected];

[email protected]

Contact: Mr Andreas Wienecke,

Mr Boyson Ngondo

UNESCO Windhoek Cluster Office

P.O. Box 24519

Windhoek, Namibia

[email protected], [email protected]

http://www.unesco.org/windhoek

Contact: Muchaiteyi Togo, Ms Akpezi Ogbuigwe,

Ms Heila Lotz-Sisitka

Rhodes University, Environmental Education and

Sustainability Unit

P.O. Box 94

Grahamstown, South Africa

[email protected];

[email protected],[email protected]

www.unep.org/training

Contact: Mr Tichaona PesanayiSADC Regional Environmental EducationProgramme (REEP)c/o The Wildlife and Environment Society ofSouth Africa (WESSA)P.O. Box 394Howick 3290, South [email protected],[email protected], www.wessa.org.za,ww.sadc.int

©UNESCO






http://www.unesco.org/windhoek




http://www.unep.org/training



http://www.sadc-reep.org.za

http://www.wessa.org.za


- 108 -

Gaia Education, Design for Sustainability,

International, presented with focus on

Eco-villages in Senegal

The project aims at developing courses on sustainable community

design and development and is led by a circle of experienced eco-

village educators with academic and professional backgrounds in

a wide range of disciplines. It has developed the Design for Sustai-

nability Curriculum used in programmes both virtually and in eco-

villages.

Arab States

SUMAMAD - Sustainable Management of

Marginal Drylands, Egypt and China, Iran,

Jordan, Pakistan, Tunisia, Syria, Uzbekistan

This international research programme studies sustainable ma-

nagement and conservation of marginal drylands in northern Afri-

ca and Asia in order to improve alternative livelihoods of dryland

dwellers, to reduce vulnerability to land degradation in marginal

lands through rehabilitation efforts of degraded lands and to im-

prove productivity through identification of wise practices.

Culture of Care & Water for Life; in Egypt, Iraq, Jordan, Le-

banon, Oman Sultanate, Palestine Authorities and Interna-

tional

The project mobilized school students and teachers in 23 countries

to perform local actions and students’ field studies within the Life-

Link ESD ethics of Care for Myself, Care for Others, Care for Na-

ture. Each participating school communicates its results with two

“Dialogue-Schools” in other countries. An extended project is

planned.

Kids Iso 14000 Programme in Kuwait, Kuwait and Interna-

tional

The programme aims at promoting environmental awareness

among students, enhancing cooperation between them and seeks

to have them implement a Plan-Do-Check-Act (PDCA) cycle in their

own homes to measure aspects such as water and energy con-

sumption.

Rashid and Dana the Recyclers, International

The “Rashid and Dana the Recyclers” guide, and “The Arab Recy-

cling Initiative” website are based on the motto “Reduce, Reuse,

Recycle” and aim to provide statistics, relevant addresses, and

country specific information to raise awareness and capacity-buil-

ding for young people based on education into the importance of

waste management.

YouthXchange: Adopting Sustainable Lifestyles, Internatio-

nal presented with focus on Arab States

The toolkit is designed to assist in raising awareness on sustaina-

ble consumption, to empower youth to put theory into practice

and it refers to the notion of lifestyles rather than consumption in

order to include healthy eating, sex trade or media literacy as si-

gnificant factors in developing consumer awareness.

Contact:Ms May EastGaia EducationThe Park, FindhornForres Scotland IV36 [email protected]

Contact:Ms Boshra Salem, Mr Thomas SchaafDepartment of Enviromental Sciences, Faculty ofScience, University of Alexandria21511 Moharram beyAlexandria, [email protected], [email protected]/mab/ecosyst/drylands/Sumamad.shtm

Contact:Mr Hans LevanderLife-Link Friendship-SchoolsUppsala Science Park751 83 Uppsala, [email protected]

Contact:Ms Maryam al Wateed, Mr Takaya KawabeInternational Art & Technology CooperationOrganization (ArTech)Tomigaya 1-39-2, Suite 104Shibuya-ku, Tokyo, 151-0063, [email protected], [email protected]/iso/kidsiso_home.html

Contact:Mr Benno Boer, Mr Mark Sutcliffe,Ms Deena Al AbdullaUNESCO Office DohaP.O. Box 3945Doha, [email protected], [email protected],[email protected]

Contact: Ms Morgan SteckerUNEP Division of Technology Industry andEconomics15, rue de Milan75441 Paris, [email protected]



http://www.gaiaeducation.net



http://www.unesco.org/mab/ecosyst/drylands


http://www.life-link.org



http://www.iso.org/iso/kidsiso_home.html




http://www.rashid-and-dana.org


http://www.youthxchange.net


- 109 -

Asia and the Pacific

Global Communities for Sustainability, Australia and India;

in combination with Samvardhan – Nurturing Nature and

People, India

Samvardhan is a project from India promoting sustainable deve-

lopment through community entrepreneurship. By developing the

cadre of community entrepreneurs the project aims at improving

the quality of life of indigenous people and focusing on access to

safe water, improving livelihoods and enhancing effective primary

education.

Water School for a Living Yangtze, China

The programme seeks to foster environmental stewardship in se-

lected watersheds of the Yangtze through education and commu-

nity outreach and to create opportunities for empowerment and

action, promote awareness and understanding of the importance

of the resource water and the principles of wise and sustainable

water management.

Reuse Young Coconut Husk, Malaysia

The project seeks to use the waste of young coconuts husks after

its pulp is being scraped and the water is used as a drink since the

skin of young coconuts can be used as a substitute for plastic bags

during plant propagation and growing seedlings.

Untouched World Charitable Trust,

New Zealand

The clothing brand is using an inclusive staff education program-

me that increases understanding of sustainability and provides

concrete examples of actions being taken; the charitable trust pro-

vides young adults with learning experiences, developing practi-

cal, intellectual and life skills to maximise their potential to lead

the way in achieving a sustainable future.

Small is Beautiful, Tuvalu

Tuvalu’s citizens are threatened with becoming the planet’s first

entire nation of environmental refugees. The project therefore

aims at assisting Tuvaluans to survive as a nation, and if possible,

to allow them to remain on their ancestral land through raising

awareness of sustainable development solutions and initiatives.

Europe and North America

Dalhousie University College of Sustainability, Canada

The College of Sustainability provides an interdisciplinary forum

for collaborative teaching and learning to address global sustaina-

bility issues, with an approach that cuts across disciplinary boun-

daries to provide a common place at the centre of the community.

Its Major in Environment, Sustainability and Society is available in

a wide range of Bachelors degrees.

Contact:Mr Atul PandyaCentre for Environmental Education (CEE) IndiaThaltej TekraAhmedabad 380054, Gujarat, [email protected]

Contact: Mr Duojie Caidan, Ms Liu YunhuaShangri-la Institute for Sustainable CommunitiesA-709 SOHO New Town, No 88 Jianguo Road,Chaoyang DistrictBeijng 100022, [email protected],[email protected]/waterschool

Contact:Ms Rosnah AliasInstitut Perguruan Kuala Terengganu

Batu Rakit

21030 Kuala Terengganu, Malaysia

[email protected]

Contact:Ms Peri DrysdaleUntouched World Charitable TrustP.O. Box 29068, FendaltonChristchurch 8540, New [email protected]

Contact:Ms Fanny Héros

Alofa Tuvalu

30 rue Philippe Hecht

75019 Paris, France

[email protected]

www.alofatuvalu.tv

Contact: Mr Steven Mannell

College of Sustainability

Dalhousie University

P.O. Box 1000

Halifax, NS B3H 4J1, Canada

[email protected]

http://sustainability.dal.ca



http://www.ceeindia.org



http://www.shangrilainstitute.org/waterschool



http://www.untouchedworld.com


http://www.alofatuvalu.tv


http://sustainability.dal.ca


- 110 -

Memo’Risks, France in combination with World Disaster

Reduction Campaign “Disaster Risk Reduction Begins at

School”, International, and Digital Database on Disaster

Risk Reduction Education Materials, International

Memo’Risks teaches a local and practical disaster reduction educa-

tion through associating the city and the educational institution in

a global project for communication upon major risks and couples

risk education among the children with risk awareness among the

population.

Fostering Good ESD Practice through

Awarding the Status of Official German

Projects of the UN Decade of ESD, Germany

The German National Committee for the UN Decade, which was

instituted by the German Commission for UNESCO, awards the

status of Official German Projects of the UN Decade to successful

and innovative projects in order to highlight and encourage good

practice; the aims are to raise the visibility of successful ESD pro-

jects, to foster innovative approaches, to promote an integrative

vision of ESD and to give recognition to practitioners.

ISE: Building the Capacity for International Partnership,

Latvia and International

Aiming to reorient education in general and teacher education in

particular towards sustainability, the ISE designs study programs

in education integrating sustainable development and hold annual

conferences on “Sustainable Development – Culture – Education”

in different European countries in order to facilitate networking.

CO2nnect – CO2 on the Way to School, Norway and Inter-

national

CO2nnect is an international ESD school campaign about enga-

ging schools in an internet-based activity in which schools, re-

searchers and local decision-makers cooperate on the topic of CO2

emissions from local transport registering CO2-emmissions on the

way to school and reflecting on improvements to be taken.

Latin America and the Caribbean

Spring’s Seeds. Exercising the Citizenship

since Childhood, Brazil

The aim of the project is to create conditions for the exercise of ci-

tizenship since childhood, allowing children and adolescents to be

citizens to have a voice and actively participate in the construction

of the school and the city where they live, contributing to become

an educator, socially equitable and sustainable.

Contact:Mr Pierre-Marie Sarant, Mr Olivier Schick,

Ms Christel Rose

AFPCN

C/O ENGREF

19, Avenue du Maine

75732 Paris Cedex 15, France

United Nations Inter-Agency Secretariat of the International

Strategy for Disaster Reduction (UN/ISDR)

International Environment House II

7-9 Chemin de Balexert

1219 Chatelaine, Geneva 10, Switzerland

[email protected], [email protected],

[email protected]

www.prevention2000.org/memorisks,

www.unisdr.org

Contact:Ms Heidi ConsentiusGerman Commission for UNESCOBerliner Arbeitsstelle beim Vorsitzenden desNationalkomiteesArnimallee 914195 Berlin, [email protected]/english

Contact:Ms Ilga Salite, Ms Anita Pipere,Ms Dzintra IliskoInstitute of Sustainable Education (ISE)Daugavpils University, Parades street 1Daugavpils 5400, [email protected], [email protected], [email protected]

Contact:Ms Astrid SandåsDirectorate of Education and Training, P.Box 2924,Tøyen, N-0608 [email protected] Faye BenedictThe Norwegian University of Life Sciences, P.Box 5003,N-1432 Å[email protected]

Contact:Ms Julia Tomchisky

Instituto Paulo Freire

Rua Cerro Cora, 550 cj.22 2o. Andar

CEP 05061-100 Sao Paulo, Brazil

[email protected]

www.paulofreire.org





http://www.prevention2000.org/memorisks

http://www.unisdr.org


http://www.bne-portal.de/english




http://www.ise-lv.eu



http://www.co2nnect.org


http://www.paulofreire.org


- 111 -

Sistema Nacional de Certificación Ambiental de Estableci-

mientos Educativos (SNCAE), Chile

The SNCAE provides indicators of environmental quality for three

areas of education: teaching; management and scope of relations

with the environment, working from a holistic perspective, cross

the environmental issues arising from local environments, genera-

ting the knowledge and action through the contextualization of

educational content.

National Programme of Environmental Education, Colum-

bia

The National Program of Environmental Education describes the

strategy of the Colombian government for the institutionalization

of environmental education in Colombia at both local and national

level

aiming at developing a conceptual framework and methodology

which shall guide environmental

education.

Education, Protection and Solution of Environmental Pro-

blems and Prevention of Natural Disasters, Cuba

The initiative aims at integrating education on environmental pro-

tection and disaster prevention into the Cuban educational system

with educational projects designed for teachers and community

leaders starting from a survey of the environmental problems of

communities in the area.

Sandwatch Project, International

Sandwatch seeks to modify the lifestyle and habits of children,

youth and adults on a community-wide basis and to develop awa-

reness of the fragile nature of the marine and coastal environment

and the need to use it wisely.

Contact:Mr Roberto Gonzalez

National Commission of the Environment of Chile

(CONAMA)

Teatinos 254/258

Santiago, Chile

[email protected]

www.conama.cl/educacionambiental

Contact:Ms Maritza Torres Carrasco

Ministry of Education Columbia

Calle 43 No 57-14

CAN Bogotá D.C., Columbia

[email protected],

[email protected]

www.mineducacion.gov.co

Contact: Mr Orestes Valdés

Ministry of Education Cuba

Calle 3era y 16. Miramar. Municipio Playa

C.P 11 300 La Habana, Cuba

[email protected], [email protected],

[email protected]

http://ftp.mined.rimed.cu, http://ftp.rimed.cu

/02_Areas

Contact: Ms Jane Taurarii, Mr Paul Diamond

Cook Islands Ministry of Education

P.O. Box 97

Rarotonga, Cook Islands

[email protected], [email protected]

www.sandwatch.org



http://www.conama.cl/educacionambiental



http://www.mineducacion.gov.co




http://ftp.mined.rimed.cu

http://ftp.rimed.cu



http://www.sandwatch.org



Special Events

- 113 -

Special events took place at the Conference venue and in workshop roomsduring lunch hours and in the evening. Topics of special events were close-ly linked to the four conference objectives and had a global or regional fo-cus. They were generally organized by institutions other than the Confer-ence organizers.

Special Events

31 March 2009• Special Event "Quality Education, Equity and Sustainable Development:A Holistic Vision through UNESCO's four World Education Conferences2008-2009"Organizer: UNESCO Education Sector

• Special Event "Green at Fifteen – Benchmarking the Successful Genera-tion of Environmental Knowledge and Attitudes in OECD Countries"Organizer: Organisation for Economic Co-operation and Development (OECD)

1 April 2009• Special Event "The United Nations and ESD: Walking the talk"Organizer: Inter-Agency Committee (IAC) on the United Nations Decade ofEducation for Sustainable Development

• Special Event "Regional Centres of Expertise for Education forSustainable Development – Lessons and Ways Ahead"Organizer: United Nations University Institute of Advanced Studies (UNU-IAS)

• Special Event "Human Rights Education – Key to Sustainable Develop-ment"Organizer: Anna Lindh Euro-Mediterranean Foundation

• Special Event: "Promotion of (Early) Education in STEM Fields as aContribution by a Corporate Foundation to Education for SustainableDevelopment"Organizers: Deutsche Telekom AG, Deutsche Telekom Foundation

2 April 2009• Special Event "The Forgotten Priority: Promoting Gender Equality inESD"Organizer: UNESCO Asia-Pacific Regional Bureau for Education, Bangkok

• Special Event "Synergies between Intangible Cultural Heritage andESD"Organizer: Austrian Commission for UNESCO/National Agency for the IntangibleCultural Heritage

• Special Event "Integrating the Values and Principles of Sustainabilityinto Education; the Promise of the Earth Charter"Organizer: Earth Charter International




Participants

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The World Conference on Education for Sustainable Development brought together 900 partici-pants from 147 countries, among them 49 Ministers and Deputy-Ministers as well as heads ofUN agencies. Participants included representatives of UNESCO Member States as well as Associ-ate Members and Observers, UN agencies, civil society organizations, education institutions,youth, and the private sector, as well as individual experts.

Participants

AfghanistanAlgeriaAngolaArgentinaArmeniaAustraliaAustriaAzerbaijanBangladeshBelarusBelgiumBeninBhutanBoliviaBosnia and HerzegovinaBotswanaBrazilBrunei DarussalamBulgariaBurkina FasoCambodiaCameroonCanadaChadChileChinaColombiaComoresCongoCook IslandsCosta RicaCôte d'IvoireCroatiaCubaCyprusCzech RepublicDemocratic Republic ofthe Congo

DenmarkDominican RepublicEcuadorEgyptEl SalvadorEquatorial GuineaEritreaEstoniaEthiopiaFijiFinlandFranceGabonGambiaGeorgiaGermanyGhanaGreeceGuineaHaitiHoly SeeHondurasHungaryIcelandIndiaIndonesiaIran (Islamic Republic of)IrelandIsraelItalyJamaicaJapanJordanKenyaKuwaitKyrgyzstanLao People's DemocraticRepublic

LatviaLebanonLesothoLiberiaLibyan Arab JamahiriyaLithuaniaLuxembourgMadagascarMalawiMalaysiaMaldivesMaliMauritaniaMauritiusMexicoMonacoMongoliaMoroccoMozambiqueNamibiaNepalNetherlandsNew ZealandNigeriaNorwayOmanPakistanPalestinePeruPhilippinesPolandPortugalQatarRepublic of KoreaRussian FederationSaint Kitts and NevisSaudi ArabiaSenegal

SerbiaSeychellesSierra LeoneSingaporeSlovakiaSloveniaSouth AfricaSpainSri LankaSudanSurinameSwazilandSwedenSwitzerlandSyrian Arab RepublicTajikistanThailandTogoTunisiaTurkeyUgandaUkraineUnited Arab EmiratesUnited Kingdom of GreatBritain and NorthernIrelandUnited Republic ofTanzaniaUnited States of AmericaUruguayVanuatuVenezuela(Bolivarian Republic of)Viet NamYemenZambiaZimbabwe



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An International Advisory Group of 14 renowned experts on Education for Sustainable Develop-ment advised the Conference organizers on the programme and the format of the Conference, de-tails of Conference objectives and expected outcomes, as well as procedures for stakeholder in-volvement in the preparatory process and other issues relevant to the preparation of the WorldConference. Members of the International Advisory Group met twice, from 21 to 22 April 2008 atthe German Federal Ministry of Education and Research in Berlin, Germany, and from 30 to31 October 2008 at UNESCO Headquarters in Paris, France, and contributed to numerous addi-tional electronic consultations.

International Advisory Group

Osamu AbeChairperson of the JapanCouncil on the DESD(ESD-J)

Lorna DownLecturer at the Institute ofEducation, University of theWest Indies, Jamaica

Moacir GadottiFounder and President ofAdvisory Council of the PaoloFreire Institute, Sao Paolo,Brazil

Gerhard de HaanChairperson of the GermanNational Committee for theDESD; Free University ofBerlin, Germany

Pascal HouenouProfessor at Faculty ofSciences and Environment,University of Abobo-Adjamé,Côte d’Ivoire

Charles HopkinsUNESCO Chair in Educationfor Sustainable Development,York University, Canada

Carl LindbergUNESCO High-level Panel forthe DESD, Sweden

Heila Lotz-SisitkaChair of EnvironmentalEducation and Sustainability,Rhodes University, SouthAfrica


International Advisory Group / Task Force

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Akpezi OgbuigweHead of EnvironmentalEducation and Training,United Nations EnvironmentProgramme

Pamela J. PuntenneyCo-Chair of Education Caucusfor the UN Commission ofSustainable Development

Michel RicardFormer Chairman of theFrench Committee for theDESD, France

Konai Helu ThamanUNESCO Chair in TeacherEducation and Culture,University of the SouthPacific, Fiji

Liu YunhuaDirector of the Shangri-laInstitute for SustainableCommunities, China

Rami Ahmed ZuraykProfessor, EnvironmentalProgram, American UniversityBeirut, Lebanon

World Conference Task Force

l. to r. Katja Römer,Alexander Leicht,Lina Franken,Mark Richmond,Olivier Laboulle,Aline Bory-Adams,Alexander Renner(missing: BernardCombes)



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The Bonn Declaration on Education for Sustainable Development was adopted by consensus inthe closing plenary.

Bonn Declaration

We, the participants gathered at the UNESCO World Conference on Edu-cation for Sustainable Development held in Bonn, Germany on 31 Marchto 2 April 2009 issue the following statement and call for action:

1. Despite unprecedented economic growth in the20th century, persistent poverty and inequality stillaffect too many people, especially those who aremost vulnerable. Conflicts continue to draw atten-tion to the need for building a culture of peace. Theglobal financial and economic crises highlights therisks of unsustainable economic development mod-els and practices based on short-term gains. Thefood crisis and world hunger are an increasinglyserious issue. Unsustainable production and con-sumption patterns are creating ecological impactsthat compromise the options of current and futuregenerations and the sustainability of life on Earth,as climate change is showing.

2. A decade into the 21st century, the world facessubstantial, complex and interlinked developmentand lifestyle challenges and problems. Thechallenges arise from values that have created un-sustainable societies. The challenges are inter-linked, and their resolution requires stronger polit-ical commitment and decisive action. We have theknowledge, technology and skills available to turnthe situation around. We now need to mobilise ourpotential to make use of all opportunities for im-proving action and change.

3. The impacts of unsustainable development, prior-ities, responsibilities and capacity differ betweenregions and between developing and developedcountries. All countries will need to work collabo-ratively to ensure sustainable development nowand in the future. Investment in education for sus-tainable development (ESD) is an investment in thefuture, and can be a life-saving measure, especial-ly in post-conflict and least developed countries.

4. Building on the Jomtien, Dakar and Johannesburgpromises, we need a shared commitment to edu-cation that empowers people for change. Sucheducation should be of a quality that provides thevalues, knowledge, skills and competencies forsustainable living and participation in society anddecent work. The Education for All agenda under-lines that the availability of basic education is crit-ical for sustainable development. It similarly em-phasises pre-school learning, education for ruralpeople and adult literacy. Achievements in literacyand numeracy contribute to educational quality,and will also be critical to the success of ESD.

5. Through education and lifelong learning we canachieve lifestyles based on economic and socialjustice, food security, ecological integrity, sustain-able livelihoods, respect for all life forms andstrong values that foster social cohesion, democ-racy and collective action. Gender equality, withspecial reference to the participation of womenand girl children in education, is critical for en-abling development and sustainability. Educationfor sustainable development is immediatelynecessary for securing sustainable life chances, as-pirations and futures for young people.

Education for sustainable development in the21st century

6. Education for sustainable development is settinga new direction for education and learning for all.It promotes quality education, and is inclusive ofall people. It is based on values, principles andpractices necessary to respond effectively to cur-rent and future challenges.


Bonn Declaration

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7. ESD helps societies to address different prioritiesand issues inter alia water, energy, climate change,disaster and risk reduction, loss of biodiversity,food crises, health risks, social vulnerability and in-security. It is critical for the development of neweconomic thinking. ESD contributes to creating re-silient, healthy and sustainable societies through asystemic and integrated approach. It brings newrelevance, quality, meaning and purpose to edu-cation and training systems. It involves formal,non-formal and informal education contexts, andall sectors of society in a lifelong learning process.

8. ESD is based on values of justice, equity, tolerance,sufficiency and responsibility. It promotes genderequality, social cohesion and poverty reductionand emphasises care, integrity and honesty, as ar-ticulated in the Earth Charter. ESD is underpinnedby principles that support sustainable living,democracy and human well-being. Environmentalprotection and restoration, natural resource con-servation and sustainable use, addressing unsus-tainable production and consumption patterns,and the creation of just and peaceful societies arealso important principles underpinning ESD.

9. ESD emphasises creative and critical approaches,long-term thinking, innovation and empowermentfor dealing with uncertainty, and for solving com-plex problems. ESD highlights the interdepend-ence of environment, economy, society, and cul-tural diversity from local to global levels, and takesaccount of past, present and future.

10. Linked to different needs and the concrete livingconditions of people, ESD provides the skills tofind solutions and draws on practices and knowl-edge embedded in local cultures as well as in newideas and technologies.

Progress in the UN Decade of Education forSustainable Development

11. During the first five years of the UN Decade ofEducation for Sustainable Development, led andco-ordinated by UNESCO, many countries havemade progress in implementing ESD and have de-signed innovative policy frameworks. A numberof UN agencies, NGOs, regional bodies, and part-ner networks are engaged in concrete activitiesthat support specific areas of ESD. Many peopleand organisations are committed and engaged inaction. Efforts towards better understanding, pro-motion, implementation and assessment of the

quality of ESD are underway. A global monitoringand evaluation framework has been designed. Ef-forts at the global level have been complementedby regional strategies and initiatives.

12. We recognise that education is a significant factorin improving human well-being. We now have theknowledge and experience available to signifi-cantly improve the contents, methods andpurposes of education. We know how to begin re-orienting education systems to emphasise lifelonglearning. Through ESD we are learning how to im-prove links between formal, non-formal andinformal education. We know the importance ofstrengthening and sharing knowledge of educa-tional change processes.

13. Science has provided us with a better knowledgeof climate change and of the Earth’s life-supportsystems; it has gathered significant knowledgeabout HIV and AIDS, malaria, tuberculosis, heartdiseases, and other serious health challenges. Weknowmore about natural systems, and human im-pacts on them, and the ways that biodiversitysupports our well-being. We know that currenteconomic thinking has to change, and that there isa need to avoid unsustainable production andconsumption and promote and support the emer-gence of ‘sustainably developed’ countries. Socialscience has provided insight into ethical, cultural,cognitive and affective aspects of human devel-opment, as well as sociologies of change.

14. We now need to put this knowledge into action.This is especially important to strengthen and ex-tend the outcomes of the UN DESD in the next fiveyears, but also to ensure longer term implemen-tation of ESD.



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A call for action

15. The progress of ESD remains unevenly distributedand requires different approaches in different con-texts. In the coming years, there is a clear need forboth developed and developing countries, civilsociety and international organisations to makesignificant efforts to:

At policy level in member states

a) Promote ESD’s contribution to all of educa-tion and to achieving quality education, withparticular regard to fostering the linkages be-tween ESD and EFA within a coherent and sys-temic approach. Foster the goals of the ESD agen-da in international fora and at the national level.

b) Increase public awareness and understand-ing about sustainable development andESD, by mainstreaming and expanding the learn-ing and insights gained in the first five years ofthe UN DESD into public awareness policies andprogrammes and various forms of informal learn-ing. This should include promoting the role andcontribution of the media for fostering publicawareness and understanding of sustainabilityissues. It should also include capacity-building ofmedia professionals.

c)Mobilize adequate resources and funding infavour of ESD, in particular through integratingESD into national development policy and budg-etary frameworks, into UN common country pro-gramming processes and other country-level pol-icy frameworks (such as sector-wide approaches),as well as into EFA and MDG initiatives. Promoteand include ESD in the priorities of foundationsand donors.

d) Re-orient education and training systems toaddress sustainability concerns through co-herent policies at national and local levels.Develop and implement ESD policies throughco-ordinated inter-sectoral/inter-ministerial ap-proaches that also involve business and the cor-porate sector, civil society, local communities andthe scientific community.

e) Develop and strengthen existing interna-tional, regional and national enabling mech-anisms and cooperation for ESD thatrespect cultural diversity. Establish regional

and country-level committees, networks andcommunities of practice for ESD that strengthenlocal-national, and national-global links, and thatenhanceNorth-South-South and South-Southco-operation.

At practice level

f) Support the incorporation of sustainable de-velopment issues using an integrated andsystemic approach in formal education aswell as in non-formal and informal educa-tion at all levels, in particular through the de-velopment of effective pedagogical approaches,teacher education, teaching practice, curricula,learning materials, and education leadership de-velopment, and also by recognizing the significantcontribution of non-formal education and infor-mal learning as well as vocational and work-placelearning. Sustainable development is a cross-cutting theme with relevance to all disciplines andsectors.

g) Reorient curriculum and teacher educationprogrammes to integrate ESD into both pre-service and in-service programmes. Supportteacher education institutions, teachers andprofessors to network, develop, and researchsound pedagogical practice. Specifically sup-port teachers to develop ESD strategies that canwork with large class sizes, and to evaluate ESDlearning processes.

h) Promote evidence-informed policy dialogue onESD, drawing upon relevant research, moni-toring and evaluation strategies, and thesharing and recognition of good practices.Develop national ESD indicators that inform theeffective implementation and review of ESD out-comes and processes.

i) Develop and extend ESD partnerships to in-tegrate ESD into training, vocational edu-cation and workplace learning by involvingcivil society, public and private sectors, NGOs,and development partners. ESD should becomean integral part of the training of leaders inbusiness, industry, trade union, non-profit andvoluntary organizations, and the public services.Re-orient TVET programmes to include ESD.


Bonn Declaration

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support ESD initiatives and research in higher ed-ucation.

p) Develop institutional mechanisms during theUN Decade of Education for Sustainable Devel-opment and other ongoing Decades, such as theUN Decade for Action ‘Water for Life’ that willensure that ESD continues to be implementedbeyond those Decades.

q) Engage the expertise available within theUN system to strengthen ESD in key sustainabledevelopment conventions; for example, those fo-cusing on biodiversity, climate change, desertifi-cation and intangible cultural heritage.

r) Intensify efforts in education and trainingsystems to address critical and urgent sus-tainability challenges such as climate change,water and food security by developing specificaction plans and/or programmes within the UNDESD umbrella and partnership framework.

16. The participants in the 2009 World ESD Confer-ence request UNESCO, as lead agency responsi-ble for the UN DESD, to:

a) Enhance its leadership and co-ordination role forthe UN DESD based on the International Imple-mentation Scheme in co-operation with otherUN agencies and programmes such as UNEP,UNU, the EFA convening agencies (UNICEF,UNDP, UNFPA and the World Bank) – amongstothers, and incorporate ESD into ‘one UN’ strate-gies at country level, particularly through UNDAFprocesses.

b) Support member states and other partners in theimplementation of the UN DESD, particularlythrough upstream capacity-building and policyadvice on the development of coherent nationalstrategies, monitoring and evaluation, recognis-ing and sharing good practices on ESD, advoca-cy and global partnership development, with dueconsideration to post-conflict and least devel-oped countries.

c) Represent and/or promote the ESD agenda inother major education and development forumssuch as international conferences and negotia-

j) Involve youth in the design and implemen-tation of ESD. Engage the commitment, soli-darity and potential of youth and their organisa-tions and networks in enhancing ESD. Fosteryoung people’s ownership of ESD questions andissues.

k) Enhance the major contribution and keyrole of civil society in stimulating debate andpublic participation, and initiating ESD actions.Explore ways to further this involvement andcommitment.

l) Value and give due recognition to the im-portant contribution of traditional, indige-nous and local knowledge systems for ESDand value different cultural contributions in pro-moting ESD.

m) ESD should actively promote gender equality,as well as create conditions and strategies thatenable women to share knowledge and experi-ence of bringing about social change and humanwell-being.

n) Develop knowledge through ESD network-ing. Identify and support schools, universitiesand other higher education and research institu-tions, education centres and education networksthat could serve as centres of expertise and inno-vation that develop and share knowledge, andcreate resources for ESD. Explore the potential ofspecific geographical and bioregional sites whichcan serve as spatially defined ‘laboratories’ forESD.

o) Encourage and enhance scientific excellence,research and new knowledge developmentfor ESD through the involvement of higher ed-ucation institutions and research networksin ESD. Mobilise the core functions of universi-ties: teaching, research and community engage-ment to strengthen global and local knowledgeof ESD, and utilise the UNESCO ESD Chairs andUNESCO programme networks in this process.Establish institutional and organisational struc-tures that facilitate flexibility, student participa-tion, and multi-disciplinary programmes anddevelop model projects that can respond to thecomplexity and urgency of ESD. Reward struc-tures should be developed and implemented to



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tions such as the G8, G20, Copenhagen ClimateChange Conference, EFA High-Level Group, UNChief Executives Board, and UNESCOworld con-ferences (amongst other ongoing events and ac-tivities).

d) Utilize the expertise that exists within UNESCOBiosphere Reserves, world heritage sites andother science, culture and education pro-grammes, such as TTISSA (Teacher Training Ini-tiative for Sub-Saharan Africa), ASPnet schoolsand LIFE (Literacy Initiative for Empowerment) tofurther ESD objectives and ensure that key pri-orities for ESD are integrated into longer termprogrammes and strategies within UNESCO.

e) Promote ESD-related research through UN-ESCO’s programmes in order to enhance thequality and evidence-base of ESD. Further devel-op the global monitoring and evaluation systemto evaluate ESD and take initiatives to developinternational strategies and practices that canlead to a successful conclusion of the UN DESDwith visible and concrete outcomes.

f) Highlight the relevance and importance of edu-cation and training in the UN Summit on ClimateChange (COP 15) in Copenhagen, Denmark, inDecember 2009 in consultation and co-operationwith other partners.

g) Intensify efforts and initiatives to put climatechange education higher on the internationalagenda, in the framework of the DESD, in thecontext of UNESCO’s strategy for action on cli-mate change, and as a component of UN-wideaction.

17. Furthermore, the participants in this conferenceundertake to work towards implementation of thisDeclaration.

18. The participants encourage the mobilization of ad-equate funding in support of the recommenda-tions contained in this Declaration.

The participants in the World ESD Conference expresstheir gratitude to the German government for hostingthis conference, and welcome the intention announcedby the Government of Japan to host jointly withUNESCO the end-of-decade world conference on ESD.


The authors are responsible for the choiceand presentation of the facts contained inthis document and for the opinions ex-pressed therein, which are not necessarilythose of UNESCO, the German FederalMinistry of Education or the German Com-mission for UNESCO and do not committhe publishers. The designations employedand the presentation of the materialthroughout this document do not imply theexpression of any opinion whatsoever onthe part of UNESCO, the German FederalMinistry of Education or the German Com-mission for UNESCO concerning the legalstatus of any country, territory, city or areaor of its authorities, or concerning thedelimitation of its frontiers or boundaries.

The organizers of the UNESCO WorldConference on Education for SustainableDevelopment would like to sincerely thankeveryone who contributed to the Confer-ence in Bonn and to these proceedings.

Published by

United Nations Educational,Scientific and Cultural Organization7, place de Fontenoy75352 Paris 07 SPFrancewww.unesco.org

Federal Ministry of Education andResearch (BMBF)Hannoversche Straße 28-3010115 BerlinGermanywww.bmbf.de/en

German Commission for UNESCOColmantstraße 1553115 BonnGermanywww.unesco.de/englishwww.bne-portal.de/english

Layout: MediaCompany GmbHPrinted in Bonn, Germany

© UNESCO/BMBF/German Commissionfor UNESCO, 2009

© Pictures: German Commission forUNESCO, Kornelia DanetzkiBMBF, Annette Eberth, Roland K. Jahnke,Lutz Quester, Regina Riepe, Petra Schnell,UNESCO, Manuel Wilmanns, SaschaZiehe

Partners

The World Conference was supported by several in-stitutions. The following institutions kindly providedrooms for the Conference workshops:

• Deutsche Post

• Deutsche Welle

• German Federal Ministry for Economic Coopera-tion and Development

• German Federal Network Agency

• Press and Information Office of the GermanFederal Government

• UNESCO-UNEVOC International Centre for Techni-cal and Vocational Education and Training (sup-ported by the Common Information Space of theUN Organizations in Bonn)

The organizers thank the Libyan Arab Jamahiriya forkindly sponsoring interpretation in Arabic for the ple-nary sessions during the three days of the Conferenceand China for kindly sponsoring interpretation inChinese for the plenary sessions on the first day of theConference.

Partners

Project-based Workshops were supported by theFederal Foundation for the Environment (DBU).

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The farewell event on 2 April 2009 was supportedby the Foundation for International Dialogue of theSavings Bank in Bonn.

Media Partner of the World Conference

umschlag:Layout 1 05.10.2009 15:09 Seite 2

The UNESCO World Conference onEducation for Sustainable Development –Moving into the Second Half of the UNDecade was held from 31 March to 2 April2009 in Bonn, Germany. It brought to-gether 900 participants from 147 countries,among them 49 Ministers and Deputy-Min-isters. Participants included representa-tives of UNESCO Member States, UNagencies, civil society organizations, edu-cation institutions, youth, and the privatesector, as well as individual experts. TheConference was organized by UNESCOand the German Federal Ministry ofEducation and Research, in cooperationwith the German Commission forUNESCO.

At the mid-point of the United NationsDecade of Education for SustainableDevelopment (2005-2014), the Conferencehighlighted the essential contribution ofEducation for Sustainable Development(ESD) to achieving quality educationworldwide, provided a forum for interna-tional exchange on ESD, took stock of whathas been achieved so far, and developedstrategies for the second half of the UNDecade.

The Proceedings contain the outcomes ofthe World Conference: reports on plenarysessions, the high-level segment, 22 work-shops, 14 project-based workshops, aworkshop for young people engaged inESD, and the Bonn Declaration, which wasadopted by consensus in the closing ple-nary.

www.esd-world-conference-2009.org

http://www.esd-world-conference-2009.org