Education is the first agent of transformation towards sustainable development, increasing people's ability to transform their vision into society in real life. Education not only provides intellectual and technical skills, but also provides incentives and social support to seek and apply. For this reason, society must be very worried that a lot of current education is far beyond what is required. When we say this, it clearly reflects the culture that allows everyone to be responsible for quality improvement.
Improving the quality and revelation of education and reorienting its goals to recognize the importance of sustainable development must be among the macroeconomic priorities. It's not what we talk about only the environment but also about all things of life.
We need to clarify the term education for sustainable development. It was a major challenge for teachers in the last decade. A sense of sustainable development in education structure, proper balance of peace, human rights, citizenship, social justice, ecological and developmental themes in government curricula, and ways to integrate humanities, social sciences and art into what was up to now seen and practiced as a branch of scientific education .
Some argue that education for sustainable development has jeopardized programming, while others consider whether schools had the lead in transformation into sustainable development by asking too many teachers.
These debts were compounded by the desire of many, mainly environmental, NGOs to contribute to education programs without having to understand how education systems work, how education changes and innovation, and relevant curriculum development, professional development and teaching values . Not realizing that a successful education change takes time, others were critical for governments to not work faster.
Therefore, many international, regional and domestic projects have contributed to an increased and clearer sense of the meaning of education for sustainable development. For example, Education International, the main umbrella group of teachers & # 39; unions and associations in the world, has issued a statement and action plan to promote sustainable education through education.
A common agenda for all of this is an integrated approach, where all communities, state agencies, partnerships with common understanding and commitment to policies, programs and education programs for sustainable development.
Active support for the integration of education into sustainable development in society
In addition, many individual governments have set up boards, panels, advisory councils and curriculum development projects to discuss education for sustainable development, develop policies and appropriate support actions, plans and resources and finance local actions.
Indeed, the roots of education for sustainable development are always planted in environmental education in such groups. In parallel with international education, education development, peace education, civil education, human rights education and multiculturalism and racism, which has all been important, environmental education has been particularly important. In the short thirty years of history, modern environmental education has constantly sought to achieve goals and results that are similar to those of the concept of sustainability.
New Perspective for Education
These many initiatives show that the international community now strongly believes that we need to contribute to sustaining education, values, behavior and lifestyle for a sustainable future. Education for sustainable development has emerged as a process of learning how to make decisions that address the long-term future of the economy, ecology and social welfare of all communities. Building a capacity for such a future is a key element in education.
This represents a new perspective on education, vision that helps students better understand the world they live in, dealing with complex and inter-contentedness issues such as poverty, wasteful consumption, environmental degradation, urban waste, population growth, unequal gender, health , conflict and human rights violations that threaten our future. This view of education emphasizes a holistic interdisciplinary approach to developing the knowledge and skills needed to ensure the sustainable future as well as changes in value, behavior and lifestyle. This requires reviewing education systems, policies and practices to encourage all young and old to make decisions and work on culturally relevant and local appropriate ways to correct the issues that threaten our common future. We therefore need to think around the world and work locally. Thus, people of all ages can gain the power to develop and evaluate other visions for a sustainable future and to fulfill this vision by creating creativity with others.
Looking for sustainable education through education requires teachers to:
• Improve independence for living entrepreneurship, based on the principles of social justice, democracy, peace and ecology, in the center of society.
• Encourage disciples, connect knowledge and knowledge to create an understanding that is integrated and contextual.
• Encouraging lifelong learning, from the beginning of life and stuck in life – one based on a passion for radical transformation of the moral nature of society.
• Develop the greatest potential of all people in their lives so that they can achieve self-esteem and full self-compression with the shared performance of a viable future.
• The value of aesthetics, creative use of imagination, openness to risk and flexibility, and willingness to explore new options.
• Encourage new alliance between state and civil society to promote citizens and # 39; liberation and implementation of democratic principles.
• Enable the community in great efforts to eradicate poverty and all forms of violence and injustice.
• Encourage commitment to the value of peace in such a way as to promote the creation of a new lifestyle and living pattern
• Identify and engage in new human activities related to local sustainability within earthly realities and personal and social awareness of international responsibility .
• Create realistic hope as the likelihood of change and the real desire to change follows strict and active participation in changes in the appropriate time for the benefit of a sustainable future for all.
These duties emphasize the key role of teacher as ambassador to change. There are over 60 million teachers in the world – and each one is the key ambassador to prevent changes in the lifestyle and systems we need. But education is not restricted to the lessons. As an approach to social education, education for sustainable development also covers diverse education in elementary and elementary education, technology and volunteering and university education, and both informal and informal learning of both young people and adults within their families and workplaces and in the wider community. This means we all have an important role to play as both students and # 39; and & # 39; teachers & # 39; in promoting sustainable development.
Deciding how education should promote sustainable development is an important task. Once decisions have been made on the ways in which education will be relevant and culturally relevant, countries, educational institutions and their local authorities can notice the following key issues described in the discussion and discussion of education and sustainable development in the last decade.
• Education of sustainable development must explore the economic, political and social impact of sustainability by encouraging students to reflect critically in their own areas, analyzing unchanged features in their own lives and exploring the excitement of opponents goals. Development strategies suitable for particular circumstances of various cultures in pursuit of common development goals will be fierce. Educational methods should take into account the experiences of indigenous and minority groups, recognize and facilitate their original and significant contribution to sustainable development.
• Movement towards sustainable development is dependent on our moral sensitivity but on the growth of our scientific understanding – important as it is. Education for sustainable development can not only worry about disciples who improve our understanding of nature, even though they are unscrupulous. Success in the struggle for sustainable development requires education in education that strengthens our efforts in support of other values - especially justice and fairness – and awareness that we share mutual destiny with others.
• Ethical values are fundamental to social consistency and at the same time the most effective agent of change and transformation. Finally, sustainability will depend on changes in behavior and lifestyle, changes that need to be encouraged for change in value and rooted in the cultural and moral criteria on which behaviors are based. Without such changes, even the most informed legislation, the purest technology, the most advanced research will not succeed in the governance of society towards long-term goals of sustainability.
• Changes in lifestyle must be accompanied by the development of moral consciousness, as the rich populations of populations discover the structure of new and active solidarity in their culture, which allows for the elimination of widespread poverty which now receives 80% of the world's population and environmental development and other problems related to it.
• Ethical values are shaped through education, in the broadest sense of the term. Education is also necessary to enable people to use their moral values to make informed and moral choices. The fundamentals of social change, such as those needed to move towards sustainability, occur either because people feel ethically important to change or because leaders have a political will to lead in that direction and perceive that the people will follow them.