Is Education Key to Sustainable Development?

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“Is Education Key to Sustainable Development?”

Table of Contents
1.Defining Sustainable Development…………………………………………………………………………………3 2.Addressing Unsustainable Ventures……………………………………………………………………………….3 3.Introducing Education as a tool to promote sustainable living….…………………………………3-4 4.Primary Education.

4.1.Teaching Sustainability School Hours. ………………….………………………………………………….4 4.2.Promoting Sustainability Outside School…………………………………….……………………………4 5.Secondary and Higher Education…………………………………………………………………………………….4 6.Providing Basic Education in Developing Countries……………………………………………….………..5 7.Beyond Formal Education……………………………………………………………………………………………….5 7.1.Recycling Initiatives………………………………………………………………….………………………..……5 7.2.Commercial Interest and Support……………………………………………………………………….…..5 8.Conclusions………………………………………………………………………………………………………………..…..6 9.References………………………………………………………………………………………………………………….….6

1.Defining Sustainable Development.
Sustainable development, as an idea, was formally introduced by the World Commission on Environment and Development in the late 1980’s. The official definition in its 1987 report is stated: “Meeting the needs of the present without compromising the ability of future generations to meet their needs” (UN, 1987). Many texts refer to sustainable development using this definition, commenting on principles, while making no attempt to establish definite parameters on what concrete action needs to be followed in order to attain this objective. This is Regardless it is generally understood as representing a system of economically feasible, socially desirable, and environmentally viable mechanisms (Wright and Boorse, 2011) that will allow present day generations to prosper, without risking jeopardising the prospects of mankind in the future. 2.Addressing Unsustainable Ventures.

It can be debated that there is no ‘solution’ to promoting sustainable development without a clear guideline on what needs to be done to achieve such a goal. Although it has been reasoned that by placing emphasis on the definition of the term, focus is lost on its implications (Park, 2001). However, there is a degree of acceptance that without setting a positive example toward an idealised lifestyle, generations preceding ours cannot enjoy the high quality of life experienced in the present day. This can be presented by scenarios representing economic, environmental, and social mechanisms, which if unregulated are unsustainable. For example, industrial and commercial growth can fuel an increase in sources of pollutants such as SO2, CO and O3 in the air (Middleton, 2008). These have the potential to exasperate existing health problems, or create new ones, such as irreversible lung damage or the reduction of oxygen in the blood causing problems in the brain heart and muscle. This impacts finance as well as welfare, as treating health issues carries cost. New developments (housing estates, business complexes, shopping centres …) also have the potential for negative impacts. While it is preferable have such projects built on suitable brownfield sites, there are cases where this is not possible, and traditionally rural spaces such as fields, woodland, and in some cases, Greenbelt land can be sacrificed for urbanisation or simple expansion. This results in the loss of if not recreational, aesthetically pleasing areas, given that these spaces have sentimental other than monetary value; this also affects quality of life for those affected by the loss. 3.Introducing Education as a Tool to Promote Sustainable Living. Insuring people have an informed opinion on matters that directly affect their wellbeing, can be mediated through various forms of education. Formal education provides a long time period in which the benefits of sustainability may be promoted. It also has the added benefit of being able to provide opportunity to deliver instruction on a sustainable lifestyle from a young age. Given the time frame of...
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