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 The
importance of environmental education
has been recognised since the 1960s
and has evolved from its roots in
rural studies to encompass an understanding
of the global interdependence of social
issues, economy and environment. In
parallel, development education has
focused upon social justice, the eradication
of poverty, equitable distribution
of resources locally and globally,
and understanding the links between
our own lives and those of others,
especially in the South.
The term 'education for sustainable
development' (ESD) was first used
at the 1992 Rio de Janeiro Earth summit.
Following this, a number of Government
and international initiatives emerged
recognising that political, social,
environmental and economic issues
are all integral to sustainable development
globally. A debate about terminology
still continues today, but it is generally
accepted that ESD now forms a key
element of both development education
and environmental education.
In 1999 ESD was formally endorsed
by the revised National Curriculum for schools
in England. The introduction of Citizenship
education in 2002 has led to greater
opportunities for learning for sustainable
development. However the development
of ESD and youth work has been less
uniform. While there are many centres
and individuals carrying out excellent
sustainable development work with
children and young people, this work
is often isolated and patchy and there
is no general inclusion of ESD in
the youth work sector.
Sustainable
Development Education Panel (1998-2003)
In 1998 the UK Government established
this Panel, which identified youth
work as one of the key sectors within
which ESD should be delivered. In
its final report (March 2003) the
panel summarised its recommendations
for youth work, which included incorporating
ESD into youth work training.
Government
Sustainable Development Strategy (1999)
The Government's 1999 'Strategy for
Sustainable Development' emphasised
international cooperation and development
and the need to: work with others
to eliminate global poverty and raise
the living standards in developing
countries, work with others to tackle
global pressures on the environment
and resources, promote a fair and
open trading system that respects
the environment, and strengthen the
place of sustainable development in
international organisations.
 Sustainable
Development Action Plan for Education
and Skills (2003)
In September 2003 the Government launched
the Sustainable Development Action Plan
for Education and Skills. This
was the first formal recognition by
government of the contribution to
ESD that can be made through youth
work.
Whilst at this stage the plan does
not provide clear targets, it does
represent a clear commitment from
the Department for Education and Skills
(DfES) to support the development
of this work. It is anticipated that
DfES will undertake practical action
along with key stakeholders from the
youth work sector in England. Any
debate about our quality of life and
sustainable development needs to be
seen in a global context.
United
Nations Decade of Education for Sustainable
Development (2005-2015)
The World
Summit on Sustainable Development,
held in Johannesburg in 2002, was
the international community's chance
to review the progress since the Rio
Summit towards the goals established
in 1992 and plan for future action.
It agreed a commitment to the United
Nations Decade of Education for Sustainable
Development (2005-2015), whose organisation
is led by UNESCO (United Nations Educational,
Scientific and Cultural Organisation).
The Decade will provide a useful tool
to ensure that action is taken in
incorporating sustainable development
into youth work training and practice.
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