OMEP UK are working hard to promote the concept of education for sustainable development. Find out below what sustainable development is, and more about education for sustainable development (ESD), and the current World OMEP ESD World Project. Also take a look at the World OMEP ESD Resource Bank for ideas and more information about what OMEP are doing to support ESD.
You can also find out about the new and exciting OMEP UK Early Childhood Sustainable Citizenship Award for early childhood education and care providers and settings to take part in!
Firstly, sustainable development – what is it?
‘Sustainability’ and ‘sustainable development’ are familiar words that are used quite frequently but are not always easy to define or explain. The original, and oft cited, definition of ‘sustainable development’ is from ‘Our Common Future’, also known the ‘Brundtland Report’ of the World Commission on Environment and Development (WCED):
“Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” (WCED, 1987, p.43)
In 1992, at the Earth Summit in Rio de Janeiro, the social, environmental and economic aims of sustainable development were referred to as three, linked ‘pillars’. The model of sustainable development as three inter-linked pillars of social equity, environmental protection and ecologically viable economic growth has since been debated, contested and critiqued but it remains influential.
In addition to social, environmental and economic aspects of sustainable development, it is also important to think in terms of inter-linked systems and recognise the ways in which people, places, and things are connected across space and time.
What about education for sustainable development (ESD)?
Education for sustainable development (ESD) incorporates the principles and practices of sustainable development into all aspects of education and learning; aspiring to create a satisfying and meaningful present and a hopeful, fairer future for all people – and our planet. Democracy, dialogue and critical thinking are central to ESD. ESD is for all ages and the early years are of crucial importance because strong foundations of knowledge, skills and attitudes are established during this period of life and high quality education (within settings and at home) can transform children’s lives. If young children participate in rich and interesting experiences, and are encouraged to explore, understand and solve problems, then they can make a difference in their worlds, both now and in years to come.
Much work has been done during the United Nations Decade of Education for Sustainable Development from 2005-2014 and the Teaching and Learning for a Sustainable Future, led by UNESCO.
During this decade ‘The Contribution of Early Childhood Education to a Sustainable Society’ (UNESCO, 2008) report recommended that early childhood teachers should move beyond environmental education focusing on “nature walks” and instead provide children with an opportunity to:
‘… engage in intellectual dialogue regarding sustainability, and in concrete actions in favour of the environment. In addition, it should incorporate learning to be compassionate and respect differences, equality and fairness as the world is increasingly interdependent and inter-connected. It was suggested that, instead of talking about the 3Rs: reading, writing and arithmetic, one should refer to the 7Rs for education for sustainable development: reduce, reuse, recycle, respect, repair, reflect and refuse’ (UNESCO, 2008 page 12).
World OMEP has been working on Education for Sustainable Development (ESD) in Early Childhood for a number of years. Since 2010 it has been a major focus for research, bringing together projects from around the world. Read about the 17 Sustainable Development Goals we are working towards which were set in 2015 by the United Nations.
Why not take a look at our resources list, or read more about the OMEP UK Early Childhood Sustainable Citizenship Award?