How can humankind respond to the enormous challenges we are currently facing? How can educators help develop an understanding of 'one world'; and our roles as global citizens?

Our biggest challenge in this new century is to take an idea that sounds abstract; sustainable development; and turn it into reality for all the world's people.

Kofi Annan, Secretary General of the United Nations

Can ESD help raise pupil achievement?


A key ingredient in successful learning is high self-esteem. This is closely related to our perception of our ability to influence outcomes and bring about change (Key features of ESD). It seems obvious that if you adopt a teaching approach that starts where the learner is, draws on their interests and experiences and enables them to see that they can get involved in issues and make a difference, they will be more motivated to learn.

This has been the experience of teachers involved in the LfSC project, as indicated in many of the quotes used in this section and other parts of the project materials. It is also indicated in the first school inspection report into schools practising ESD in England (Taking the first step forward…. Towards an education for sustainable development: Good practice in primary and secondary schools, Ofsted / HMI 2003

ESD has only recently become a part of the curriculum in England, and most schools and inspection processes are only just becoming aware of its implications, as is the case with the related area of Citizenship.

The LfSC project only ran for three years in its initial phase, and this is not enough time to affect a great deal of whole school change. By year three teachers were beginning to notice significant changes in their pupils attitudes and motivations. ESD is not a quick fix, and all the evidence is that there needs to be commitment over a significant period of time. The project is continuing a dialogue with the schools involved and is embarking on a second phase project.

We will continue to add evidence of the impact of ESD on educational outcomes and would welcome contributions from others engaged in related work. We also hope that educators will use the project materials, especially those in the Evaluation and Whole School sections, to monitor and report changes. The wwflearning.co.uk website will also be drawing on LfSC project materials for their online debates and teacher training programmes and will be encouraging debate and feedback on them.

Sustainable Cities Project Coordinators