Education for Sustainable Development

Abstract

The article deals with Sustainability Science as an emerging discipline that seeks to understand the interactions within and between global, social and human systems, the complex mechanisms that lead to the degradation of these systems, and the concomitant risks to human well-being and security. It also seeks to provide the vision and methodology that will lead to the restoration of these systems. A particular challenge is how to transform the educational system and process to make this possible. The goal of sustainability education (Education for Sustainable Development, ESD) is to equip the younger generation with leadership skills, management capabilities, and the broad knowledge needed to create the new systems that can lead to global sustainability. [PUBLICATION ABSTRACT]

Headnote

Abstract:

The article deals with Sustainability Science as an emerging discipline that seeks to understand the interactions within and between global, social and human systems, the complex mechanisms that lead to the degradation of these systems, and the concomitant risks to human well-being and security. It also seeks to provide the vision and methodology that will lead to the restoration of these systems. A particular challenge is how to transform the educational system and process to make this possible. The goal of sustainability education (Education for Sustainable Development, ESD) is to equip the younger generation with leadership skills, management capabilities, and the broad knowledge needed to create the new systems that can lead to global sustainability.

Keywords: sustainability science, degradation, sustainable education, global sustainability.

Introduction

Emerging concerns about sustainability are increasingly evident in many sectors of society, including political and economic fields, in schools and universities, communications, and public attention. This interest is prompted partly by the widespread dissemination ofthat population is increasing worldwide and some natural resources are about to run out endangering future generations, that there is waste and poverty.

In these circumstances it is increasingly necessary action in two directions / objectives: education for sustainable development and research for sustainable development. Best place to achieve the two objectives is higher education.

The first direction was undertaken by international organizations, primarily the UN, regional bodies, national and local.

The Earth Summit, as called United Nations Conference on Environment and Development in Rio de Janeiro 1992, the most important document - Agenda 21 outlined the role and importance of education as a tool to achieve sustainable development. Four main areas were highlighted in this program: quality basic education, education for sustainable development programs (EDS), public awareness and understanding of the importance of environmental responsibility, training and promotion.

Although all countries have recognized the importance of ESD, little was done in the coming years to promote and develop this initiative. UN idea was, however, followed by specific education initiatives in developing countries and especially in higher education in developed countries.

Reflecting the same interest and concern for sustainable development and conflict solving, researchers from many fields have arguments to support cooperation, integration of scientific fields in a new science - the science of sustainability. This science is about to become a distinct research field [1], [2], [3] with significant implications for sustainable development of education.

1. Sustainable development and its conflicts

In the last thirty years, sustainable development has emerged as one of the most prominent paradigms of development. In 1987, the World Commission on Environment and Development (WCED) presented a report known as definition: "Sustainable development is development that meets present needs without compromising the ability of future generations to meet their own needs". "Triple Bottom Line" are the three dimensions known generally as "pillars" sustainable development [4] :

- The economic dimension: A sustainable system must be able to produce goods and services continuously, avoiding imbalances;

- Environmental dimension: The system must maintain the resource base, avoiding over-exploitation and non-renewable natural resources;

- Social dimension: The system must ensure an equitable, adequate provision of social services including health and education, gender equality, respect for minorities, political accountability and participation.

Given that three supporters of sustainable development - environment, economy and society are sometimes in conflict defined by environmental pressures, pressure effects becoming more worrying, ask What is the development?, La What does sustainability? The answers we find to Langley [5]: "Development is about men, the economy, to social communities", "Sustainability refers to culture and community, biodiversity, life support systems, from ecosystems" (Figure 1).

The analysis of the type of development - sustainable development and the need for balance proves complexity, but also a new vision about the present and future. Arrow that support answers to questions is suggestive approach today to tomorrow.

The development of the environmental movement demonstrated that we have much to do to keep the necessary balance of sustainable development and to prevent / mitigate conflicts between environment - economy - ecology - technology. Geometry conflict sustainable development since the "triangle" to "parulater". "Conflict triangle" (Figure 2) suggested by Munasinghe [6] was presented as a model 3E (Economy, Environment, Equity). "Quadrilateral conflict 'highlights a new conflict between technology and environment [7]. The resulting balance 3E sustainable development is presented in other studies as "green, profitable and equitable (green, profitable and fair, Gidding et al., 2002).

Some authors consider that the transition to sustainable development must take into account three special types of transition: demographic transition, economic transition and ecological transition.

Some authors consider that the transition to sustainable development must take into account three special types of transition: demographic transition, economic transition and ecological transition.

In Munasinghe's vision [6], there is also presented the triangle with the same key elements of sustainable development: economy - society - environment (Figure 3).

2. International Initiatives on Sustainability Education

2.1 United Nations Decade of Education for Sustainable Development

World Summit on Sustainable Development 2002 (WSSD) stressed the educational objectives of the Millennium Development Goals and the Decade of Education proposed Sustainable Development for the period 2005-2014 with UNESCO as agency coordination. The goal of Education for Sustainable Development (ESD is to integrate the principles, values and practices of sustainable development in all aspects of education and learning. In this respect, UNESCO argues that ESD should have the following characteristics: to be inter-disciplinary and holistic based on values determined on critical thinking and problem solving, including several methods of teaching, and be oriented to local participation. UN is committed to disseminate ESD by promoting increased quality in teaching and learning by facilitating interaction, exchange and networking among stakeholders and countries new opportunities to incorporate ESD into their educational reforms.

After WSSD-2002, world leaders in education and science organizations have signed the Ubuntu Declaration at the International Conference on "Education, Science and Technology for Sustainable Development". The main objectives of the Declaration of Ubuntu are (UNU-IAS 2005):

* Strengthening collaboration between S & ? teachers and researchers;

* Better integration of S & ? educational programs for sustainable development in all levels;

* Addressing based on education and scientific research;

* Innovation in the transfer of knowledge to bridge gaps and inequalities in knowledge.

In the international context of sustainable development education for academic education in many countries implemented special programs to license and / or master, and made additions to the programs of specialization, to find the turning new science - the science of sustainability

2.2 The Association of University Leaders for a Sustainable Future

Activity Leaders Association of Universities for future enable Susta (ULSF) began with the Declaration of the International Conference "The Role of Universities in environmental management and sustainable development' that took place in 1990 in Talloires, France. This statement was the first official statement by representatives of the major universities, representing a commitment to preparing teachers / students and participation in sustainable development of higher education. [8]

Currently, there are 433 signatory institutions from 52 countries (March 2011). Romania is present by the Polytechnic University of Bucharest, (www. ulfs.org)

ULSF mission is to support sustainability as important for teaching, research, action, and mobilization of colleges and universities worldwide through publications, research and evaluation. Some of ULSF objectives are:

1. College or university could incorporate concepts of sustainability adequately in all academic disciplines and professional education requirements. Specialists will be trained as critical thinking skills essential to ensure a sustainable future.

2. Sustainability will join the college students in research topics such as renewable energy, sustainable building design, green economy, wisdom, responsibility and commitment local clean technology, population and development, integrated quality management / environment / health.

3. The institution must be continuously engaged in reducing the "ecological footprints". In the production and consumption, universities must pursue sustainable policies and practices (e.g. C02 reduction and use of emission control devices, sustainable building construction and renovation, energy conservation, investment environment, local food purchasing programs, performance environmental audits, etc.). Furthermore, these operational practices will be integrated into educational and scientific activities of the institution.

2.3 Models of Education for Sustainable Development

Although there have been many international initiatives to promote sustainability in higher education the results of these efforts are still unclear. Some studies, such as those of Wright [9], Arima [10], Jones et al. [11], says that many initiatives in an attempt to promote the concept of sustainability in higher education had little impact on education. Perhaps the most important result of these initiatives is that everyone recognizes the need to include the concept of sustainability at all levels of education. Universities are now facing criticism aimed at fragmentation of academic disciplines, the many voices calling for an integration of the humanities disciplines accurate for education to contribute to faster and more sustainable development [10].

Governments, industry, humanitarian organizations and other groups of people in the world expect higher education institutions to create sustainable solutions to environmental challenges, society and economy [12].

Universities in developed countries and developing countries must join forces in creating resources and energy conservation technology required for this purpose, and here comes the role of education for sustainable development as crucial [10]. Good practice for EDS in Europe, Asia-Pacific region, the U.S. relied heavily on volunteers. Change and progress in science and technology, economy and education in universities is preparing.

The European model "Copernicus-Campus"

Copernicus-Campus is the University Network for Sustainability in Europe. More than 300 European universities from 38 countries are members of this network. Copernicus-Campus is aimed at institutions of higher education activities related to sustainable development and aims to balance economic, environmental and socio-cultural institutional management programs and services local / regional community (Copernicus Campus Sustainability Centre). The University Charter was proposed network that encourages all members to contribute to sustainable development and play an important role in all their activities.

Segalas et al, [13] provide collaboration of three prestigious universities in Spain, the Netherlands and Sweden have made efforts to include ESD in their license. Following this cooperation was defined based on a set of competencies:

- Knowledge and understanding as well: the world situation, the causes of non-sustainability, sustainable fundamentals, science, technology and society, tools for sustainable technologies.

- Skills and abilities such as self-improvement, and transdisciplinarity cooperation, problem solving sustainable development, systems thinking, critical thinking, social participation.

- Attitudes such as responsibility and commitment in taking challenges SD, respect, ethics, culture of peace, awareness of risks.

The German Model

Example of Germany is interesting to note that the actions proposed in the Decade of Education for Sustainable Development has a default theme for each year (http://www.unesco.de/):

* Consumer behaviour and public administration;

* cultural diversity;

* Health and quality of life;

* Water supply and electricity;

* Biosphere reserves as places of study;

* climatic zones as places of study;

* Learning sustainability in scientific society;

* Participation of citizens and "good governance";

* The fight against poverty through sustainable development projects;

* Justice between generations: human rights and ethical orientation.

Moreover, the coordinates of Germany for a new welfare model could be "Slow down, less, better, more beautiful." (www.ecoinstituto.it)

In Europe, the promotion of Education for Sustainable Development takes place within the Bologna Process, which aims to harmonize the activities of higher education among EU members. "Leaders" with examples of good practice can be considered EDS: Polytechnic University of Catalunya, Spain, Delft University of Technology, Netherlands, Chalmers University of Technology, Sweden) etc.

The Japanese IR3S

The government strategy aimed a Japanese sustainable future direction of education in Asia may be a good example.

One of the most important and yet difficult challenges facing modern societies is how to mobilize science and technology (S & T) to minimize the impact of human activities on Earth systems and life support. For the Japanese considered it necessary to establish inter-disciplinary education programs is to design a unified vision for understanding the complexity of human nature, Research Institute for Sustainability Science (RISS) has launched several programs in 2005-2009 based on Sustainability Science [14]. These programs address the question of how to use knowledge to better understand how dynamic interactions between nature and human society. The program is also the first international initiatives of EDS based on Sustainability Science. These are the Integrated Research for Sustainability Science (IR3S) applicable to the five major Japanese universities.

IR3S is trying to establish graduate programs based on sustainability science master at five universities participating. IR3S importance is that these programs are the first comprehensive programs that integrate various academic disciplines and education networks in sustainability science in Japan. IR3S defines sustainability science as a new academic discipline that seeks to understand humanenvironment-society interactions. IR3S began, in April 2005, a 5-year project funded by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan. IR3S mission is to develop sustainability science by promoting activities in three areas: research, education, and cooperation with industry to sustainable development. This mission requires a trans-disciplinary approach in education programs and focus on practical training on sustainability issues. Also, given that large areas of research dealing with sustainability, IR3S keep in mind that networking between participating universities is essential to meet these requirements, and is also a means to maximize the capacity of universities for EDS.

IR3S recognizes sustainability science as an academic field that indicates the path to understanding various issues related to sustainability in a global way and propose visions and methods for developing a sustainable society [2].

Tokyo University

The University of Tokyo began in 2007 a Program Sustainability Degree in Science (GPSS) offering a master's degree in sustainability science. GPSS Curriculum consists of: (1) orientation courses - knowledge and concepts, covering topics related to sustainability in terms of holistic, (2) courses and experiential learning practical skills training to acquire skills and sensitivity needed for leaders and (3) Master's thesis, to which students are encouraged to address the complex issues of sustainability through a transdisciplinary approach. Sustainability science is seen as an area characterized by academic core principles including holistic thinking, transdisciplinarity and respect for diversity. GPSS was designed so that students can acquire the ability to understand and practice these principles. Onuki & Mino, 2009)

Osaka University

In April 2008, RISS has launched a new program at Osaka University IR3S as a pilot project IR3S order to help promote a new academic discipline - the science of sustainability. At the University of Osaka, RISS offers a minor in science sustainability training, are required to complete eight credits of discipline study. Any student who has accumulated eight credits is eligible to enrol in the program at the University of Osaka. IR3S-Osaka University objectives are to prepare students: * understand the interactions between global systems, social and human, complex mechanisms that lead to degradation of these systems, and concomitant risks to human welfare and security: * be able to suggest visions and methods for protecting and / or restore these systems and links.

The American model

In the U.S., the Centre for Sustainable Engineering (Centre for Sustainable Engineering) a consortium of Arizona State University, University of Texas at Austin, Carnegie Mellon University in Pittsburgh and was made a study and analysis of engineering curricula content EDS. Graham Institute for Environment and Sustainable Development (GESI) was established at the University of Michigan in 2006 to promote educational initiatives related to environment sustainability. In 2006-2010 more than 680 academic institutions have responded to the call American Presidents of Colleges and American university climate by greening their activities and setting goals to reduce emissions of greenhouse gases [12].

Conclusions

Assuming that "property is not right to do what you want with what you have, but the right to decide freely the use of resources under the condition that it shall not prejudice the rights of others", Lepage states that "any threat tantamount to aggression because it pollution, deprives others of the joy it gives you the free use of property rights." Direct negative impact of pollution human health concerns. Because not all pollute and the effects of pollution are borne in large measure to the poor, the problem of land enter into discussions on ethics. Equality of opportunity is thus equal to enjoy the beauty and gifts of nature. If human life is a resource that can not be stored, what is to blame an individual who is born and lives in a city polluted by other individuals who pursue their profit interests? His right to enjoy life in full health is affected. Not to mention the perverse effects of how the fruits of growth are distributed. "Everyone in this plant, says Sachs have the right to eat when they are hungry, provide food for their children to prevent brain malformations, a roof to live under decent, to protect against the disease manageable in relation to state knowledge, access to "education".

To what extent these rights are achieved and how this contribution into each individual to work for economic growth is another issue that does not find the analysis here. Here, now, that pollution affects health care and consequently the ability to work with all the negative consequences arising from this, including those regarding the ability to enjoy adequate housing or access to education.

Second, environmental pollution is a bad product. To them know it makes sense to know what is lost through pollution. In other words, it is good to know what your environment that makes life in general is. However, from this point of view, the environment was reduced to ambient conditions and the functions of Auto-wells are more generous.

Punctual speaking environment means:

* beautiful landscape and recreational environment;

* clean air and water;

* investment opportunities with positive effects on GDP growth and the creation of jobs;

* Suppliers of raw materials, energy, etc.;

* capacity of absorption and recycling of waste;

* protection of life in the forests and river basins;

* source of oxygen and ozone, etc.

If we consider all these functions, or directly benefit individuals or indirect (By supporting business processes) the issue of environmental conservation and sustainable development gain in objectivity.

Third, pollution is a specific phenomenon, mostly measurable. Anti-pollution measures are not reaching their target and the phenomenon is not known in its true size and multitude of forms. From this perspective, the literature, very generous, highlights the complexity of pollutants, the causes and effects of life domains or spheres of economic activity. It can thus speak of pollution arising from industrial development or food model practiced, the consumption of fossil energy resources or massive cutting of forests, in the discharge of manure from livestock drinking water or normal water industry, the ruthless overexploitation of their untapped resources or lack of funds, etc.

The fourth, it should be noted and that in itself is not opposed to development environment and so not be paid any tribute to pollution by the development. Underdevelopment, ignorance of people, their way of thinking and action, etc. can be as many causes of environmental damage and life in general, as the development, created by the financial resources, can provide the source establishment and support of anti-pollution means and measures. In other words, if we take appropriate measures, economic development can coexist with maintaining environmental quality.

Environmental education is education for sustainable development and sustainable development and empowerment is action against pollution and resource depletion.

Pollution is a specific phenomenon, durable, and, mostly, measurable. Anti-pollution measures not reach their target phenomenon is not known if it's true size and the multitude of forms. From this perspective, Education for Sustainable Development is moving towards a holistic approach to science - technology - economy - environment - society and even to a new science - the science of sustainability [15].

Sustainability science is a developing discipline that seeks to understand the interactions between global systems, social and human, complex mechanisms leading to degradation of these systems, and concomitant risks to human welfare and security. It also aims to provide vision and methodology that will lead to restoration of these systems. A particular challenge is to transform the education system and its processes to make this possible. The goal of Education for Sustainable Development is to equip young generation with leadership skills, management capabilities and extensive knowledge needed to create new systems that can lead to global sustainability. Initiatives for EDS taking place in universities around the world can and should contribute to a new development - sustainable development.

The decade for Sustainable Education is an opportunity for science and education to make better music. We talk and excellence in education for sustainable development. Individual learning, organizational and societal learning is necessary to achieve sustainable development. Responsible learning creates a climate of improvement and innovation. To adapt to rapid change is needed more flexibility to the universities. Knowing the values of sustainable development guidelines is an integral part of excellence in learning process.

References

References

[1] Kates R.W. et al., (2001), Environment and development: sustainability science, Science, 292, p. 641-642

[2] Kommiyama, H., Taguchi, K., (2006), Sustainability science: building a new discipline, Sustain. Sci. 1, (1), p.1-6

[3] Clark, W.C., (2007), Sustainability science: a room of its own, Proc. Natl. Acad. Sci. USA, 104, p. 1737-1738

[4] Hariss, J., (2003), Rethinking Sustainability. Power, Knowledge, and Institutions, Ed. Univ. of Michigan Press

[5] Langley, P., Mellor, M., (2002), Economy, Sustainability and Sites of Transformative Space, New Political Economy,7(l), p.49-65

[6] Munasinghe, (2007), Sustainable development triangle, http://www.eoearth.org/article/sustainable development triangle

[7] Zaman, Gh., Gherasim, Z., (2007), Criterii si principii ale dezvoltärii durabile din punct de vedere al resurselor acesteia, the AGIR Bulletin, nr. 1,2007, 136-142

[8] Calder, W. & Clugston, R. (2003). International efforts to promote higher education for sustainable development. Planning for higher education, 31(3), 30-44

Gidding,S.B., et.al., 2002, Environment, economy and society; fitting them together into sustainable development, J. Sustainable development, 10, 187-196

[9] Wright, S., et al., (2009), Graham Scholar Program: Sustainability education through an interdisciplinary international case study, Sustain. Sci., 4, p.29-36

[10] Arima, ?., (2009), A plea for more education for sustainable development, Sustainable Science, 4, p.3-5;

[II] Jones, P., Selby,D., Sterling, S., (2009), Sustainability education. Perspectives and Practice across Higher Education, HEFCE, University of Plymouth

[12] Stewart, M., 2010, Transforming Higher Education: A Practical Plan for Integrating Sustainability Education into the Student Experience, Journal of Sustainability Education, Vol. I, May 2010, http//journalofsustainabilityeducation.org

[13] Segalàs, J., et al., 2009, What as to be learn for sustainability? A comparison of bachelor engineering education competences at tree European universities, Sustainable Science, 4, 17-27

[14] Uwasu, M. Et al, (2009), Educational initiative of Osaka University in sustainability science: mobilizing science and technology towards sustainability, Sustain. Sci., 4, p. 45-53

[15] Yoshikawa, H., (2008), Synthesiology as sustainability science, Sustain. Sci., 3(2), p. 169-170

Supplementary recommended readings

Onuki, M., Mino, T., (2009), Sustainability education and master degree, the master of sustainability science: the graduate Program in Sustainability Science (GPSS) at the University of Tokyo, Sustainable Science, 4, p.5559

Steinfeld, J.I., Mimo T., (2009), Education for sustainable development: the challenge of trans-disciplinarily, Sustainable Science 4(1), 1-2

UNCED, (1992), Agenda 21, the United Nation programme of action from Rio. UN Department of Public Information, New York, http:// www.un.org/esa/sustdev/ documents/agenda2 1

Weinstein, M.P., (2010), Sustainability science: the emerging paradigms and ecology of cities, Sustainable Science Practical Policy, 6(1), 1-5