<<Biblioteca Digital del Portal<<INTERAMER<<Serie Educativa<<Education for a Sustainable Future in the Americas
Colección: INTERAMER
Número: 67
Año: 1999
Autor: Eloísa Trellez Solís and Gustavo Wilches Chaux
Título: Education for a Sustainable Future in the Americas
PREFACE
In recent years, both the United Nations Education, Science and Culture Organization
(UNESCO) and the Organization of American States (OAS) have received mandates
from the highest levels of government to promote sustainable development and
the educational processes that support it.
In 1992 at the United Nations Conference on Environment and Development (UNCED)
in Rio de Janeiro, UNESCO was named as task manager of Chapter 36 of Agenda
21. The chapter addresses the issue of education for sustainable development
in all its forms: formal education, technical/vocational training, non-formal
education, and public awareness initiatives.
Subsequently, at the 1996 Summit on Sustainable Development, convened by
the OAS in Santa Cruz de la Sierra, Bolivia, delegates approved the Action
Plan for the Sustainable Development of the Americas. The Plan reasserted
the commitment to implement the recommendations contained in Agenda 21, and
adopted by UNCED, and requested that the OAS coordinate the execution
of the decisions taken at the Santa Cruz Summit.
The work continued in Thessaloniki at the 1997 International Conference
on the Environment and Society: Education and Public Awareness for Sustainability,
held in coordination with the Government of Greece. There, UNESCO presented
a document entitled Education for a Sustainable Future: A Transdisciplinary
Vision for Concerted Action, to help orient further work at the regional
level on this issue.
In April of 1998, at the Sixth Session of the Commission for Sustainable
Development (CSD), UNESCO was called upon to continue its efforts to clarify
and disseminate the key concept of education for sustainable development, stressing
the support required to interpret and adapt the concept at regional and local
levels. That same month, the II Summit of the Americas, convened in Santiago,
Chile, mandated the OAS to address the needs of its member States in the priority
areas of education and sustainable development.
This paper represents the joint response of UNESCO and the OAS to the series
of mandates and tasks set forth within the framework described. The research
and analysis presented contribute to the continuing implementation work of UNESCO
as task manager of Chapter 36 of Agenda 21, with a special focus on the
Americas. The document also examines the mandates assigned to the
OAS through the Summit process. Overall, the work represents an assessment
of the state of education for sustainability in the Americas and seeks to identify
fruitful approaches and solutions, as well as problems and obstacles.
We begin with an investigation of the progress made in the Hemisphere since
the 1972 UN meeting in Stockholm on the Human Environment. Many advances
are identified, but we also conclude that increasing human activity continues
to reduce the ability of the natural environment to organize and regulate itself
in equilibrium. This tendency reduces biodiversity and increasingly endangers
human populations. In order to address the issue in an holistic and integrated
manner, a new understanding of the natural environment and human culture as
a single system is necessary. Here, education has a central role to play
in promoting a new way of thinking about the relationships between the social
and natural worlds. Because education is the process through which one
generation transmits to the next its wisdom as well as its ignorance, together
with its values and its ethics, teaching and learning acquire a special importance
to questions of sustainability.
The obligation to bequeath to future generations a safe environment, a wealth
of biodiversity, and a life of quality with dignity is now recognized worldwide.
It is the hope of both UNESCO and the OAS that this monograph can contribute
to the growing body of thought and knowledge about the purpose and practice
of education for sustainability. This new approach to education must not
only inform the next generation about nature, science, culture, history,
philosophy and human relations, but must impress upon the young the fragility
and intricacy of life, and the seriousness of the obligation to leave behind
an intact and livable world.
Benno Sander
OAS
Gustavo López Ospina
UNESCO
OAS
Gustavo López Ospina
UNESCO