UNESCO's role in Education for Sustainable Development (ESD)- the United Nations Decade for Sustainable Development (DESD) spanning from 2005-2014, this view the founding value of ESD.

1. UNESCO’s Role in Education for
Sustainable Development (ESD)
In December 2002, the United Nations General
Assembly adopted a resolution putting in a
United Nations Decade for Sustainable
Development (DESD) spanning from 2005-2014.
The founding value of ESD is respect:
• Respect for others;
• Respect in the present and the future
generations;
• Respect for the planet and what it provides
to us ( resources, fauna and flora )

2. The founding value of ESD is respect:
 Respect for others;

3. UNESCO’s Role in Education for
Sustainable Development (ESD)
In December 2002, the United Nations General
Assembly adopted a resolution putting in a
United Nations Decade for Sustainable
Development (DESD) spanning from 2005-2014.
The founding value of ESD is respect:
• Respect for others;
• Respect in the present and the future
generations;
• Respect for the planet and what it provides
to us ( resources, fauna and flora )

4. The founding value of ESD is respect:

5. UNESCO’s Role in Education for
Sustainable Development (ESD)
In December 2002, the United Nations General
Assembly adopted a resolution putting in a
United Nations Decade for Sustainable
Development (DESD) spanning from 2005-2014.
The founding value of ESD is respect:
• Respect for others;
• Respect in the present and the future
generations;
• Respect for the planet and what it provides
to us ( resources, fauna and flora )

6. The founding value of ESD is respect:
 Respect for the planet and what it provides to us
(resources, fauna, and flora).

7. The DESD breaks down the traditional
scheme and promotes:
 Interdisciplinary and holistic learning rather
than subject-based learning;
 Values-based learning;
 Critical thinking rather than memorizing;
 Multi-method approaches: word, art, drama,
debates, etc..;
 Participatory decision-making; and
 Locally relevant information, rather than
national.

8. The DESD breaks down the traditional scheme and promotes:
“Using Interdisciplinary and holistic learning “
Rather than
“Using subject-based learning”

9. The DESD breaks down the traditional
scheme and promotes:
 Interdisciplinary and holistic learning rather than
subject-based learning;
 Values-based learning;
 Critical thinking rather than memorizing;
 Multi-method approaches: word, art, drama,
debates, etc..;
 Participatory decision-making; and
 Locally relevant information, rather than
national.

10. The DESD breaks down the traditional scheme and promotes:
• Values-based learning;

11. The DESD breaks down the traditional
scheme and promotes:
 Interdisciplinary and holistic learning rather than
subject-based learning;
 Values-based learning;
 Critical thinking rather than memorizing;
 Multi-method approaches: word, art, drama,
debates, etc..;
 Participatory decision-making; and
 Locally relevant information, rather than
national.

12. The DESD breaks down the traditional scheme and promotes:
“Critical thinking “
rather than
“memorizing”

13. The DESD breaks down the traditional
scheme and promotes:
 Interdisciplinary and holistic learning rather than
subject-based learning;
 Values-based learning;
 Critical thinking rather than memorizing;
 Multi-method approaches: word, art, drama,
debates, etc..;
 Participatory decision-making; and
 Locally relevant information, rather than
national.

14. The DESD breaks down the traditional scheme and promotes:
• Multi-method approaches: word, art, drama,
debates, etc..;

15. The DESD breaks down the traditional
scheme and promotes:
 Interdisciplinary and holistic learning rather than
subject-based learning;
 Values-based learning;
 Critical thinking rather than memorizing;
 Multi-method approaches: word, art, drama,
debates, etc..;
 Participatory decision-making; and
 Locally relevant information, rather than
national.

16. The DESD breaks down the traditional scheme and promotes:
• Participatory decision-making

17. The DESD breaks down the traditional
scheme and promotes:
 Interdisciplinary and holistic learning rather than
subject-based learning;
 Values-based learning;
 Critical thinking rather than memorizing;
 Multi-method approaches: word, art, drama,
debates, etc..;
 Participatory decision-making; and
 Locally relevant information, rather than
national.

18. The DESD breaks down the traditional scheme and promotes:
• Locally relevant information, rather than
national.

19. The DESD aims at changing the approach to education so that it
can integrate the principles, values and practices of
sustainable development.
Its goal can be broken down into four key objectives:
• Facilitating networking, and collaboration
among stakeholders of ESD;
• Fostering greater quality of teaching and
learning of environmental topics;
• Supporting countries in achieving their
millennium development goals through ESD
efforts; and
• Providing countries with new opportunities
and tools to reform education.

20. Its goal can be broken down into four key objectives:
• Facilitating networking, and collaboration
among stakeholders of ESD;

21. The DESD aims at changing the approach to education so that it
can integrate the principles, values and practices of
sustainable development.
Its goal can be broken down into four key objectives:
• Facilitating networking, and collaboration
among stakeholders of ESD;
• Fostering greater quality of teaching and
learning of environmental topics;
• Supporting countries in achieving their
millennium development goals through ESD
efforts; and
• Providing countries with new opportunities
and tools to reform education.

22. Its goal can be broken down into four key objectives:
• Fostering greater quality of teaching and
learning of environmental topics;

23. The DESD aims at changing the approach to education so that it
can integrate the principles, values and practices of
sustainable development.
Its goal can be broken down into four key objectives:
• Facilitating networking, and collaboration
among stakeholders of ESD;
• Fostering greater quality of teaching and
learning of environmental topics;
• Supporting countries in achieving their
millennium development goals through ESD
efforts; and
• Providing countries with new opportunities
and tools to reform education.

24. Its goal can be broken down into four key objectives:
• Supporting countries in achieving their
millennium development goals through ESD
efforts; and

25. The DESD aims at changing the approach to education so that it
can integrate the principles, values and practices of
sustainable development.
Its goal can be broken down into four key objectives:
• Facilitating networking, and collaboration
among stakeholders of ESD;
• Fostering greater quality of teaching and
learning of environmental topics;
• Supporting countries in achieving their
millennium development goals through ESD
efforts; and
• Providing countries with new opportunities
and tools to reform education.

26. Its goal can be broken down into four key objectives:
• Providing countries with new opportunities
and tools to reform education.

27. Recognizing that how sustainable development and related
educational processes are attained will vary from context to
context, the above stated key objectives will share the key task
for UNESCO to perform its role as lead agency of the Decade.
UNESCO’s role, including its member States, are defined by the
four major thrust of ESD, as follows:
• Improving access to quality basic education;
• Reorienting existing educational programs;
• Developing public understanding and
awareness; and
• Proving training

28. the four major thrust of ESD, as follows:
• Improving access to quality basic education;

29. Recognizing that how sustainable development and related
educational processes are attained will vary from context to
context, the above stated key objectives will share the key task
for UNESCO to perform its role as lead agency of the Decade.
UNESCO’s role, including its member States, are defined by the
four major thrust of ESD, as follows:
• Improving access to quality basic education;
• Reorienting existing educational programs;
• Developing public understanding and
awareness; and
• Proving training

30. the four major thrust of ESD, as follows:
• Reorienting existing educational programs;

31. Recognizing that how sustainable development and related
educational processes are attained will vary from context to
context, the above stated key objectives will share the key task
for UNESCO to perform its role as lead agency of the Decade.
UNESCO’s role, including its member States, are defined by the
four major thrust of ESD, as follows:
• Improving access to quality basic education;
• Reorienting existing educational programs;
• Developing public understanding and
awareness; and
• Proving training

32. the four major thrust of ESD, as follows:
• Developing public understanding and
awareness;

33. Recognizing that how sustainable development and related
educational processes are attained will vary from context to
context, the above stated key objectives will share the key task
for UNESCO to perform its role as lead agency of the Decade.
UNESCO’s role, including its member States, are defined by the
four major thrust of ESD, as follows:
• Improving access to quality basic education;
• Reorienting existing educational programs;
• Developing public understanding and
awareness; and
• Proving training

34. the four major thrust of ESD, as follows:
• Proving training

35. There are key action themes for Education for
Sustainable Development. They are as follows:
1. Gender Equality
2. Health Promotion
3. Environment
4. Rural Development
5. Cultural Diversity
6. Peace and Human Security
7. Sustainable Development
8. Sustainable consumption

36. There are key action themes for Education for Sustainable Development. They
are as follows:
1. Gender Equality- the pursuit of gender
equality is central to sustainable
development where each member of society
respects others and plays a role in which they
can fulfill their potential.

37. There are key action themes for Education for Sustainable Development. They
are as follows:
2. Health Promotion- education and basic
medical information are powerful ways to drive
behavioral change. The school environment
must itself be safe and healthy.

38. There are key action themes for Education for Sustainable Development. They
are as follows:
3. Environment- environment perspectives
cover several major themes, reflecting diverse
goals and audiences, including water, climate
change, biodiversity and disaster prevention.
Teaching society how to behave responsibility
and respect the environment lies at the core of
education for sustainable development.

39. There are key action themes for Education for Sustainable Development. They
are as follows:
4. Rural Development- education and training
are essential in addressing rural poverty and
ensuring sustainable development in these parts
of the world.

40. There are key action themes for Education for Sustainable Development. They
are as follows:
5. Cultural Diversity- education must respect
diversity. ESD aims at promoting teaching which
respects indigenous and traditional knowledge,
and encourages the use of indigenous language
in education, the integration of worldviews and
perspectives on sustainability into education
programs at all levels.

41. There are key action themes for Education for Sustainable Development. They
are as follows:
6. Peace and Human Security- peace and
security are fundamental to human dignity and
development, the sustainable development of
any culture is always endangered by a situation
of insecurity and conflict. Education for
sustainable development plays a key role in
promoting values or peace.

42. There are key action themes for Education for Sustainable Development. They
are as follows:
7. Sustainable Development- globalization and
democratization have increased the importance of
cities in relation to sustainable development. Half of
the people now are living in the urban areas. With
responsible decision-making, however, cities also hold
promising opportunities for social and economic
advancement and for environmental improvements at
local, national, and global levels.

43. There are key action themes for Education for Sustainable Development. They
are as follows:
8. Sustainable consumption- sustainable
consumption means consuming goods and
services without harming the environment or
society. Education for sustainable development
promotes responsible citizenship and fights
against the social and resource impacts of
unsustainable lifestyle consumption habits.

44. • Education for Sustainable Development,
therefore, is focused on giving people
knowledge and skills for lifelong learning to
help them find new solutions to their
environmental, economic, and social issues.