Current State and Future Prospects of Education for Sustainable Development (ESD) in Japan

Autor/in	Tanaka, Haruhiko
Titel	Current State and Future Prospects of Education for Sustainable Development (ESD) in Japan
Quelle	In: Educational Studies in Japan: International Yearbook, (2017) 11, S.15-28 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1881-4832
Schlagwörter	Futures (of Society); Educational Trends; Environmental Education; Sustainable Development; Educational History; Conservation Education; Pollution; Outdoor Education; Foreign Countries; Educational Development; Program Implementation; Curriculum Development; Conferences (Gatherings); Public Education; Trend Analysis; Japan + Suchen Sie Ihr Suchwort? Future; Society; Zukunft; Bildungsentwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; History of education; Bildungsgeschichte; Schadstoffbelastung; Freiluftunterricht; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Öffentliche Erziehung; Trendanalyse
Abstract	The UN Decade of Education for Sustainable Development (ESD) ran from 2005 to 2014. This study concerns the concepts of Sustainable Development (SD) and ESD. The term "sustainable development" was coined by the Brundtland Commission in 1987 as the key word in integrating environment and development. SD achieved international consensus at the 1992 Earth Summit, at which Agenda 21 was formulated to promote ESD. The resolution to implement the Decade of ESD was then adopted at the 2002 Johannesburg Summit. In this study, therefore, we follow historical developments in ESD in Japan in the context of environmental and development education. Environmental education originated in conservation, pollution, and outdoor education, respectively. After the 1992 Earth Summit, the Japanese government implemented environmental education in public schools, originally in science classes, and limited at first to education on the natural environment. This led to the acceptance of ESD after 2005, including not only its natural but also its economic, social, and cultural aspects. Meanwhile, development education in Japan commenced in the 1980s, and focused on development issues in the Global South. However, following the Hamburg Declaration on Adult Learning in 1997, the Development Education Association and Resource Center (DEAR) widened its remit to cover such global issues as the environment, human rights, gender, and multi-culturalism. During the Decade of ESD, the DEAR implemented projects on development of an ESD curriculum, training of facilitators for participatory learning, and promotion of ESD networking in the Asia-Pacific region. We analyze two model curricula proposed by the DEAR in 2000 and 2010, which aimed to connect local and global issues through participatory learning. We further analyze the DEAR ESD curriculum in view of environmental education. Finally, we suggest future developments in ESD related to the Global Action Programme on Education for Sustainable Development (GAP) and Sustainable Development Goals (SDGs). (As Provided).
Anmerkungen	Japanese Educational Research Association. UK's Building 3F, 2-29-3 Hongo, Bunkyo-ku, Tokyo 113-0033 Japan. Tel: +81-3-3818-2505; Fax: +81-3-3816-6898; e-mail: jsse@oak.ocn.ne.jp; Web site: https://www.jstage.jst.go.jp/browse/esjkyoiku
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01