Education Responses to Climate Change and Quality: Two Parts of the Same Agenda?



Citation: Bangay, C. and Blum, N. (2010) Education Responses to Climate Change and Quality: Two
Parts of the Same Agenda?
International Journal of Educational Development 30(4): 335-450.

Sterling 2001)4. For the purposes of this paper, the term „education for sustainable
development’ (eSD) is used to refer to this large area of research, policy and action.

The concept of ESD itself emerged in the late 1980s alongside international discussions of
environmental protection and sustainable development. It was given much of its shape at the
United Nations Conference on Environment and Development in Rio de Janeiro in 1992, and
in the resulting
Agenda 21:

„Education, including formal education, public awareness and training should be
recognized as a process by which human beings and societies can reach their fullest
potential. Education is critical for promoting sustainable development and improving
the capacity of the people to address environment and development issues. While
basic education provides the underpinning for any environmental and development
education, the latter needs to be incorporated as an essential part of learning.’
(UNCED 1992: section 36.3)

ESD continues to receive international attention through the current UNESCO-led UN
Decade of Education for Sustainable Development (2005-2014). The aims of the Decade are
to integrate the principles, values and practices of sustainable development into all aspects
of education and learning, and to encourage changes in behaviours that allow for a more
sustainable and just society for all (UNESCO 2006). According to UNESCO (2006), the key
features of ESD include:

a concern for education of high quality (which is interdisciplinary and holistic, fosters
critical thinking and problem solving, and is participatory and locally relevant),

an attention to values (including respect for others, for difference and diversity, and
for the environment),

an acknowledgement that ESD will be shaped by diverse perspectives and will take
place across a range of learning spaces (formal and informal, and from early
childhood through adult life).

The key point here is that both of these international policy frameworks suggest that ESD
does not simply represent a single, new curriculum area for schools (e.g. environmental
studies), but rather is a more integrated approach to providing appropriate education and
training in a diverse and rapidly changing world. Furthermore, both frameworks strongly
connect efforts in ESD to international interest in both increasing access to education and
providing education of high quality. These assertions are supported by a significant body of
academic research and policy in the area.

5. Education, Environmental Learning and Development Agendas

Concerns about access and quality education are central to both the Millennium
Development Goals (MDGs) and Education for All (EFA), as well as within most international
and national development strategies. It is widely agreed that a lack of education is a part of
the definition of poverty, and also that the provision of education is a means to reduce it. The
achievement of universal primary schooling, greater levels of participation in post-primary
education and training, and improved access for girls and other vulnerable children are
critical to long term improvements in productivity, preventive health care, the empowerment
of women, and reductions in inequality.

4 More recently, the term „climate change education’ has also emerged in response to international
attention to its impacts. This potentially new area of work is not yet supported by research, and so it is
uncertain how useful the term may be in the future.



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