Sustainable Development
The aim of this web site is to provide resources to support research and practical innovations in Sustainable Development for the early years of education. While it is intended that the site should ultimately be developed to share good practice in this area, at this early stage of development a priority has been given to providing a resource database: If we are to support each other in the identification and development of good practices then it may be important to begin by supporting each other in finding common definitions, and in the development of theoretical foundations for the subject. Any/all contributions to this end are welcomed and should be forwarded along with any comments and constructive critique of these pages to me at: john@327matters.org
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The United Nations 2005 World Summit Outcome Document, refers to the "interdependent and mutually reinforcing pillars" of sustainable development as social development, economic development, and environmental protection.
The challenge for educators is to develop educational systems, curriculum and pedagogic practices that are sustainable in terms of each of these pillars. It is also important to understand that sustainable developments are supported by the three pillars acting together, and that any practices and policies developed without taking each into account are likely to fail. From the perspective of sustainable development the most efficient or effective environmental, economic or social strategy may not be the most sustainable. |
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The choices that we make in any one area may need to be moderated by the other two. To take a concrete example, in an area of water shortage the most environmentally sophisticated, ‘state of the art’ water treatment plant might not be practical especially if it required costly or highly skilled regular maintenance. In this case a more appropriate (even if less ‘green’ or even 'effective') technology capable of being supplied and/or maintained by the local community might be more sustainable and save lives. A classic example of this is provided by the introduction of cloth filters in Bangladesh.
How are Development Education and Education Development related?
In 1990 representatives of governments, international development agencies, and NGOs met in Jomtein and adopted the World Declaration on Education for All: Meeting Basic Learning Needs which set out to meet the basic learning needs of all children, youth, and adults. From the beginning these initiatives have saught to promote education as a basic human right and as a means to develop a more sustainable future:
“…education can help ensure a safer, healthier, more prosperous and environmentally sound world, while simultaneously contributing to social, economic, and cultural progress, tolerance, and international cooperation”
(World Conference on Education for All, Jomtein, 1990)
Disappointed in the progress made throughout the decade, in 2000, The Dakar Framework for Action established as one of its six core objectives to be achieved by 2015:
“expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children” (UNESCO, 2000) .
From this global perspective it is clear that the most fundamental objectives for sustainability in education must be to achieve universal provision. For those of us employed in established early childhood educational contexts it is therefore important to recognise that we have a duel role to play:
1. In the promoting education for sustainable development in our local curriculum contexts, and;
2. To contribute towards extending the provision of early childhood education in less fortunate areas of the world.
Considered primarily in terms of Development Education and Educational Development, resources concerned with these issues will be found in the section on Economic Sustainability. |
