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Education plays an important role in improving the human capital of the labor force and it “is considered as an important determinant of sustainable economic growth”. [23] While organizations around the world are putting efforts to achieve this goal, some critics suggest the UN Decade might seem too ideal. [24]
Sustainable development overlaps with the idea of sustainability which is a normative concept. [5] UNESCO formulated a distinction between the two concepts as follows: "Sustainability is often thought of as a long-term goal (i.e. a more sustainable world), while sustainable development refers to the many processes and pathways to achieve it." [6]
The Decade of Education for Sustainable Development (DESD) 2005–2014 was an Education for Sustainable Development (ESD) initiative of the United Nations. The Decade was delivered by UNESCO as lead agency, and gave rise to Regional Centres of Expertise (RCE) networks, and the GUPES universities' partnership.
Education for sustainable development (ESD) is explicitly recognized in the SDGs as part of Target 4.7 of the SDG on education. UNESCO promotes the Global Citizenship Education (GCED) as a complementary approach. [120] Education for sustainable development is important for all the other 16 SDGs. [121]
Conservation Education dealt with the natural world in a drastically different way from Nature Study because it focused on rigorous scientific training rather than natural history. [27] Conservation Education was a major scientific management and planning tool that helped solve social, economic, and environmental problems during this time period.
There are many reasons why sustainability is so difficult to achieve. These reasons have the name sustainability barriers. [5] [16] Before addressing these barriers it is important to analyze and understand them. [5]: 34 Some barriers arise from nature and its complexity ("everything is related"). [23] Others arise from the human condition.
College and university sustainability efforts can provide these higher education institutions moral and ethical fulfillment alongside financial, environmental, social, and community benefits. Likewise, these universities are responsible for training future generations in sustainable practice, with an increasing number of formal certificate ...
When the Foundation for Environmental Education became global in 2001, countries outside of Europe began joining the Eco-Schools programme as well. South Africa was the first country to do so. In 2003 Eco-Schools was identified by the United Nations Environment Programme (UNEP) as a model initiative for Education for Sustainable Development. [4]