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| Power point presentation of prof. Scoullos on the "Role of Education for Sustainable Development (ESD) and of Higher Education in developing Water Culture", given during the Beirut Water Week, February 2009
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| Oddicial document of the Adoption of the UN Decade of ESD (Education for Sustainable Development) 2005-2014 by the UN General Assembly 57 Session
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| In order to preserve cultural diversity in all its variety and vitality the Member States of UNESCO unanimously adopted the UNESCO Universal Declaration on Cultural Diversity in 2001. The Declaration aims to preserve cultural diversity as a living; and thus, renewable treasure that must not be perceived as being unchanging heritage, but as a process guaranteeing the survival of humanity.
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| This is one of the background documents of the UNESCO-UNEP International Congress on Environmental Education and Training (Moscow, 17-21 August 1987) exploring the role of Environmental Education in advancing the spirit of international understanding,
when used properly as a valuable tool as well as a source of inspiration. The document was prepared by Prof. Michael Scoullos.
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| The World Education Forum took place in Dakar Senegal, 26-28 April 2000 as a follow-up of the Jomtien Conference aimed to build a strong foundation for the step-by-step work that must take place in order to make Education for All a reality in the new millennium. The Dakar Framework addresses the challenges of the 21st century by focusing on the importance of girls' education, quality learning and reaching those who continue to be excluded from education (girls, working children, children of ethnic minorities, and children affected by violence, conflict, disabilities and HIV/AIDS).
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| Please find here the French verion of the Final report of the World Education Forum.
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| In this 30-pages Synthesis Report funded by the EU Commission, DG Environment, the status of EE in the 15 EU Member States is explored. The EU policy background is presented as well as the place of EE in primary and secondary schools. EE is examined from the scope of the areas of knowledge that are addressed (in geography, science, social studies, etc.) and also from the scope of the existing models of teaching (EE as a separate subject, embedded in other subjects, or through thematic interdisciplinary approach).
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| This document, prepared by UNESCO who is the Task manager of Chapter 36 of Agenda 21, is actually a report on the lessons learnt about the contribution of education to sustainable development over the decade 1992-2002. The report was presented during the WSSD (Johannesburg, 2002). In the 46-pages document it is acknowledged that there is a science oriented approach in the existing educational systems, worldwide, that needs however to be balanced with the development of ethical values needed for the expected shift in our behaviours and lifestyles in order to reach the goal of sustainable development.
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| The development of the particular graphic representation intends to facilitate understanding of the scope of ESD not as an entirely new concept but as a result of the dialectic evolution of both EE and Education for All. To this end, an attempt is made to represent in a concise visual way the evolution of EE towards ESD and connect it with many of the related topics (ecology, society, institutions, economy, culture, etc.).
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| The International Conference: “Environment and Society: Education and Public Awareness for Sustainability” (Thessaloniki, 1997) took place against the backdrop of a new vision of the role of education and public awareness in achieving sustainability, which had emerged during recent years. The objectives of the conference were, among others, to consider the important contribution of EE, to provide elements for the further development of the work programme of the UN Commission on Sustainable Development (UNCSD) and to mobilize action at international, national and local levels. Education was no longer seen as an objective in and of itself, but as a means to bring about changes in behaviour and lifestyles, to disseminate knowledge and develop skills and to prepare public support for changes towards sustainability emanating from other sectors of society. At the conclusion of the Conference, participants adopted, by consensus, the Declaration of Thessaloniki.
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