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

What are the key teaching and learning concepts of ESD?

The Sustainable Development Education Panel, set up to advise the UK government, developed 7 key concepts of ESD. These are:

- Interdependence – of society, economy and the natural environment, from local to global
- Citizenship and stewardship – rights and responsibilities, participation and cooperation
- Needs and rights of future generations
- Diversity – cultural, social, economic and biological
- Quality of life, equity and justice
- Sustainable change – development and carrying capacity
- Uncertainty, and precaution in action

The meaning of each of these key concepts has been developed by the Panel to include Values and Dispositions, Skills and Aptitudes, and Knowledge and Understanding.
They are fully described on the website www.nc.uk.net/esd.

They have a generic relevance across the curriculum. Indeed the achievement of the outcomes of ESD requires the engagement of all subjects and assumes an impact on whole school development in all its aspects.

The key concepts for ESD also relate to and overlap with the 8 key features of the ‘Global Dimension’- promoted by DfID, DEA, DfES and QCA (www.globaldimension.org.uk)


Key Global Dimension Concepts>>


They also relate to and overlap with the 5 key areas of Knowledge and understanding of ‘Global Citizenship’ (+ 5 key skills & 6 key values and attitudes) - promoted by Oxfam (www.oxfam.org.uk/coolplanet)


The Learning for Sustainable Cities project developed a key set of dispositions.