By Rick Medrick
Sustainability Education is intended to provide learning, training, and practical experience, in both formal and non-formal settings, that fosters personal development, community involvement, and action for change in our human and natural worlds. Grounded in our experience of the world, Sustainability Education must mirror both the patterns present in our natural environment and the conditions present in our human society with the intention of preparing us for uncertain and rapidly transforming world conditions. Nature is the source of our identity as living beings and society the medium for expressing this. The conditions and needs for our survivability as a species and society will change depending on circumstances and through events that may be outside our control. Our success will depend upon our ability to respond in ways that value personal initiative, responsibility, creativity, commitment, and collaboration with others.
The Images and Objects Toolkit is for facilitators and teachers interested in education for sustainable development. The booklet includes step-by-step instructions for planning and implementing Education for Sustainable Development activities by using images and objects, together with a starter kit of sample images.
This is a key publication for the Prof E Sus project.
Online course offered by the United Nations System Staff College
Close the Loop: SDG 12 online course
An online course that provides participants with hands-on understanding of sustainable consumption and production, and its role as a stand-alone Sustainable Development Goal in the implementation of the 2030 Agenda for Sustainable Development.
Yoko Mochizuki, Zinaida Fadeeva, (2010) “Competences for sustainable development and sustainability: Significance and challenges for ESD”, International Journal of Sustainability in Higher Education, Vol. 11 Iss: 4, pp.391 – 403
– The purpose of this paper is to draw attention of the education for sustainable development (ESD) community to recent discussions on competence approaches and to examine the adequacy of a competence‐based model as the means of achieving educational and societal transformation towards sustainability. The paper analyses and highlights some important aspects of case studies of the contributing authors to the special issue.
– The paper is based on the review of relevant literature and reflections on the articles that constitute this special issue. It also reflects the authors’ observations through their extensive interactions with theoreticians, practitioners and policy makers on ESD in the context of the United Nations decade of education for sustainable development (DESD) and higher education for sustainable development (HESD).
A short article outlining the steps to take when developing any course.
Description of a differentiation strategy developed for gifted learners that could also be applied to ESD.
The EU has published a competency framework for entrepreneurship. Some of the more than 400 competences relate to doing business in a sustainable and ethical way. The competences can be used for portfolio building, course building and accreditation of experience.