Education is the primary agent of transformation towards sustainable development, increasing people’s capacities to transform their visions for society into reality aiou. Education not only provides scientific and technical skills, it also provides motivation, and social support for pursuing and applying them. For this reason, society must be deeply concerned that much of current education falls far short of what is required. When we say this, it reflects the very necessities across the cultures that allow everyone become responsible towards quality enhancement.
Improving the quality and great time-saver of education and reorienting its goals to recognize the value of sustainable development must be among society’s highest priorities. It is not that we talk just environment but also about every component of life.
We therefore need to clarify the concept of education for sustainable development. It was a major challenge for educators during the last decade. The meanings of sustainable development in educational set ups, the appropriate balance of peace, human protection under the law, citizenship, social equity, environmentally friendly and development themes in already beyond capacity curricula, and ways of integrating the humanities, the social sciences and the martial arts styles into what had up-to-now been seen and practiced as a part of science education.
Some suggested that teaching for sustainable development ran the risk of programming while others wondered whether asking schools to take a lead in the disruption to sustainable development was asking too much of teachers.
These debates were compounded by the desire of many, predominantly environmental, NGOs to contribute to educational planning without the expected understanding of how education systems work, how educational change and innovation takes place, and of relevant course load development, professional development and helpful values. Not realizing that effective educational change takes time, others were critical of governments for not acting more quickly.
Consequently, many international, regional and national initiatives have contributed to an expanded and refined understanding of the meaning of education for sustainable development. For example, Education International, the major patio umbrella group of teachers’ unions and associations in the world, has issued a declaration and action plan to promote sustainable development through education.
A common agenda in all of these is the need for a approach whereby all communities, government entities, collaborate in developing a shared understanding of and commitment to policies, strategies and programs of education for sustainable development.
Make an effort to promoting the integration of education into sustainable development at local community
In addition, many individual governments have established committees, panels, advisory councils and course load development projects to discuss education for sustainable development, develop policy and appropriate support structures, programs and resources, and fund local initiatives.
Indeed, the roots of education for sustainable development are firmly rooted in the environmental education efforts of such groups. Along with global education, development education, peace education, citizenship education, human protection under the law education, and multicultural and anti-racist education that have all been significant, environmental education has been particularly significant. In its brief thirty-year history, contemporary environmental education has steadily striven towards goals and outcomes similar and comparable to those inherent in the concept of sustainability.
A new Vision for Education
These many initiatives illustrate that the international community now strongly believes that we need to foster : through education : the values, behavior and lifestyles required for a sustainable future. Education for sustainable development has come to be seen as a process of learning how to make decisions that consider the long-term future of the economy, ecology and social well-being of all communities. Building the capacity for such futures-oriented thinking is a key task of education.
This represents a new vision of education, a vision that helps individuals better understand the world in which they live, addressing the the demographics and inter-contentedness of problems such as low income, wasteful consumption, environmental wreckage, urban decay, population growth, gender inequality, health, conflict and the violation of human protection under the law that threaten our future. This vision of education highlights a of utilizing holistic, interdisciplinary approach to developing the knowledge and skills needed for a sustainable future as well as changes in values, behavior, and lifestyles. This calls for us to reorient education systems, policies and practices in order to empower everyone, young and old, to make decisions and act in culturally appropriate and locally relevant ways to redress the problems that threaten our common future. We therefore need to think globally and act locally. In this way, people of all ages can become empowered to develop and evaluate alternative visions of a sustainable future and to fulfill these visions through working wonderfully with others.