Education for sustainable developmentGlobal concerns for the future of our planet and the species it hosts were strengthened whenthe Brundtland Report focused on equity and sustainability as the means through whichdevelopment can meet “the needs of the present without compromising the ability of futuregenerations to meet their own needs” (World Commission on Environment and Development,1987, p. 8). Calls to educate people about these concerns and to encourage action on the ensuingsocial and ecological consequences were amplified in the Agenda 21 action plan emerging fromthe 1992 Earth Summit (United Nations, 1993), and consolidated in the objectives of UNDecade of Education for Sustainable Development, 2005-2014 (United Nations Educational,Scientific and Cultural Organization [UNESCO, 2014]). Australia responded swiftly to theseglobal calls, releasing a succession of statements and action plans that formed the foundationof policies and programs designed to build capacity to educate for a sustainable future (seeCommonwealth of Australia, 2000; 2005; 2009). Gough (2011), among others, tracked howsustainability became part of environmental education in Australia (see, for example, Kennelly,Taylor & Serow, 2011; Stevenson, Ferreira, & Emery, 2016). The concept of ESD entered thesustainability discourse, evolving into a key enabler for the Sustainable Development Goals(UNESCO, 2017). According to UNESCO (2018), ESD:
النتائج (
العربية) 1:
[نسخ]نسخ!
التعليم من أجل التنمية المستدامة <br>المخاوف العالمية من أجل مستقبل كوكبنا والأنواع تم تعزيز ذلك المضيفين عندما <br>ركز تقرير برونتلاند على المساواة والاستدامة بوصفها وسيلة يمكن من خلالها <br>تنمية قادرة على تلبية "احتياجات الحاضر دون المساس بقدرة مستقبل <br>الأجيال تلبية احتياجاتها "(اللجنة العالمية المعنية بالبيئة والتنمية، <br>1987، ص 8). دعوات لتثقيف الناس حول هذه المخاوف، وتشجيع العمل على تلت ذلك <br>وتضخمت الآثار الاجتماعية والبيئية في خطة عمل جدول أعمال القرن 21 المنبثقة عن <br>قمة الأرض 1992 (الأمم المتحدة، 1993)، وتوحيد في أهداف الأمم المتحدة<br>Decade of Education for Sustainable Development, 2005-2014 (United Nations Educational,<br>Scientific and Cultural Organization [UNESCO, 2014]). Australia responded swiftly to these<br>global calls, releasing a succession of statements and action plans that formed the foundation<br>of policies and programs designed to build capacity to educate for a sustainable future (see<br>Commonwealth of Australia, 2000; 2005; 2009). Gough (2011), among others, tracked how<br>sustainability became part of environmental education in Australia (see, for example, Kennelly,<br>Taylor & Serow, 2011; Stevenson, Ferreira, & Emery, 2016). The concept of ESD entered the<br>sustainability discourse, evolving into a key enabler for the Sustainable Development Goals<br>(اليونسكو، 2017). ووفقا لمنظمة اليونسكو (2018)، ESD:
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