SWEDESD

Below is a compilation of ESD publications and reports, divided into thematic groups:

Education and learning for sustainability, Ecological sustainability, 

Social sustainability, Economic sustainability

The publications marked with and Asterisk (*) are publications by SWEDESD or publications to SWEDESD or SWEDESD staff have made an intellectual and/or financial contribution.

Education and learning for sustainability

Handprints Book*

The Gothenburg Recommendations on Education for Sustainable Development*

Adopted November 12, 2008. Produced by the Centre for Environment and Sustainability (GMV) at Chalmers University of Technology/University of Gothenburg with financial support from the Swedish Ministry of Education and Research, the Swedish National Commission for UNESCO and the Swedish International Centre of Education for Sustainable Development (SWEDESD).

Gothenburg Recommendations*

Rio + 20 Summit meeting - Background publications: 1) The Stockholm Declaration, 2) The Brundtland Report, 3) Agenda21, 4) Johannesburg Plan Of Implementation  

1) 1972 The Stockholm Declaration

The Stockholm Declaration is the first document to explicitly recognize the right to a healthy environment, the declaration places great emphasis on protecting both species and their habitat. The United Nations Conference on the Human Environment, having met at Stockholm from 5 to 16 June 1972, considered the need for a common outlook and for common principles to inspire and guide the peoples of the world in the preservation and enhancement of the human environment.
http://www.unep.org/Documents.Multilingual/Default.asp?DocumentID=97&ArticleID=1503

2) 1987 The Brundtland Report ’Our Common Future’

VI: 1. A Call for Action: “1. In the middle of the 20th century, we saw our planet from space for the first time. Historians may eventually find that this vision had a greater impact on thought than did the Copernican revolution of the 16th century, which upset the human self-image by revealing that the Earth is not the centre of the universe. From space, we see a small and fragile ball dominated not by human activity and edifice but by a pattern of clouds, oceans, greenery, and soils. Humanity's inability to fit its activities into that pattern is changing planetary systems, fundamentally. Many such changes are accompanied by life-threatening hazards. This new reality, from which there is no escape, must be recognized - and managed.”
http://www.un-documents.net/ocf-ov.htm

3) 1992 Agenda21

Agenda 21 is a comprehensive plan of action to be taken globally, nationally and locally by organizations of the United Nations System, Governments, and Major Groups in every area in which human impacts on the environment. Agenda 21, the Rio Declaration on Environment and Development, and the Statement of principles for the Sustainable Management of Forests were adopted by more than 178 Governments at the United Nations Conference on Environment and Development (UNCED) held in Rio de Janerio, Brazil, 3 to 14 June 1992.

http://www.un.org/esa/dsd/agenda21/index.shtml

4) 2002 Johannesburg Plan Of Implementation

“The present plan of implementation will further build on the achievements made since the United Nations Conference on Environment and Development and expedite the realization of the remaining goals. To this end, we commit ourselves to undertaking concrete actions and measures at all levels and to enhancing international cooperation, taking into account the Rio principles, including, inter alia, the principle of common but differentiated responsibilities as set out in principle 7 of the Rio Declaration on Environment and Development. These efforts will also promote the integration of the three components of sustainable development economic development, social development and environmental protection as interdependent and mutually reinforcing pillars. Poverty eradication, changing unsustainable patterns of production and consumption and protecting and managing the natural resource base of economic and social development are overarching objectives of, and essential requirements for, sustainable development.”                            
http://www.un.org/esa/sustdev/documents/WSSD_POI_PD/English/POIChapter1.htm

Social Learning and Sustainability: Exploring Critical Issues in Relation to Environmental Change and Governance.

The report is a joint collaboration between Stockholm Environment Institute and Stockholm Resilience Centre.

Report no 4, EPSD - European Panel on Sustainable Development, 2010-12-17

What competencies are needed by an SD teacher?*

By Marilyn Mehlman and Olena Pometun. Extract from the final report of the SWEDESD and GAP International workshop Pedagogy for Sustainable Development - Using a Pattern Laboratory Approach, Visby, Sweden, 4-5 November 2009.

UNECE "Learning for the future: Competences in Education for Sustainable Development"

This is the result of a multi-year effort by a group of European experts. The list can be used in many different ways. One of them is to see them as criteria with which courses or learning packages or learning materials can be assessed.

Stop being clever, Tufts University on "Admitting failure"

Admitting failure: This site is an open space for development professionals who recognize that the only “bad” failure is one that’s repeated. Those who are willing to share their missteps to ensure they don’t happen again. It is a community and a resource, all designed to establish new levels of transparency, collaboration, and innovation within the development sector.

admittingfailure.com

UNESCO Policy Dialogue briefs: ESD and Development Policy

Policy Dialogue 1 - Education and the Search for a Sustainable Future

Policy Dialogue 2 - Education for Sustainable Development and the Millenium Development Goals

Policy Dialogue 3 - Education and National Sustainable Development Strategies

Policy Dialogue 4 - Education for Sustainable Development and Climate Change

Exploring new approaches and methods using a Pattern Laboratory methodology*

Learning for Change, Enhancing sustainable development projects*

Special Issue of Global Environment Research, Vol. 14 No.2/2010 on "Education for Sustainable Development: Promises and Challenges"*

With contributions from Daniella TILBURY, Arjen WALS, Walter LEAL FILHO, Dieter GROSS & Shuichi NAKAYAMA, Fumiko NOGUCHI, M.S. SUNEETHA & P. BALAKRISHNA, Paul OFFEI-MANU & Santoshi SHIMANO, Unnikrishnan PAYYAPPALLIMANA & Osamu KOKE, Marilyn MEHLMANN & Nadia MCLAREN & Olena POMETUN, Jim TAYLOR, Chris SODERQUIST & Susan OVERAKKER.
This Special Issue was edited by Frans LENGLET (SWEDESD) and Zinaida FADEEVA and Yoko MOCHIZUKI (UNU-IAS).

The editorial preface can be downloaded here*

Ecological sustainability

CBD Factsheets

Convention on Biodiversity'
CBD Factsheets

Planetary boundaries

Global biophysical boundaries, identified on the basis of the scientific understanding of the Earth System, can define a ‘safe planetary operating space´ that will allow humanity to continue to develop and thrive for generations to come.

Planetary Boundaries Rockström et al. 2009,  Ecology and Society 14(2): 32.

UNEP implements a global outreach strategy to raise awareness of the ecosystem approach, and to promote the critical role of sustainably managed ecosystems in supporting social and economic development. Incorporating ecosystem services into development planning and investment decisions.

UNEP brochure on the ecosystem approach as the means to meet both the Millennium Development Goals and maintain essential services for the healthy future of the planet:

UNEP Ecosystem Management Programme - A New Approach to Sustainability

Ecosystem management fact sheet

Climate change fact sheet

Resource efficiency fact sheet

Disasters and conflicts fact sheet

Environmental governance fact sheet

Harmful substances and hazardous waste fact sheet

Social sustainability

Strong sustainability of New Zealand

This publication is a part of New Zealand's contribution to the UN Decade of ESD.

Strong sustainability for New Zealand: principles and scenarios

The Millennium Ecosystem Assessment

The Millennium Ecosystem Assessment effort has developed a grouping that starts from a human perspective, by relating basic determinants of human well-being to the benefits people obtain from ecosystems.

The Millennium Ecosystem Assessment

Millennium Ecosystem Assessment typology

Economic sustainability

Prosperity without growth

This paper by Tim Jackson who is a member of the UK-government committee on sustainable development, responds with a contribution regarding the role of learning to the growing interest in the kind of endeavors to develop or reform a new macro economy in the wake of the financial crisis.

On the importance of education for sustainable development (ESD) in the quest for a green economy*

Being a new concept without an established definition, there is some confusion on what green economy entails and implies. SWEDESD has provided a contribution to the UNCSD 2012 Compilation Document. It discusses what is a green economy and what is the link between a green economy and ESD:

"On the importance of education for sustainable development (ESD) in the quest for a green economy"* at uncsd2012.org

 "On the importance of education for sustainable development (ESD) in the quest for a green economy"*

UNCSD 2012 Compilation document

Complementary papers on Green Economy:

UN World economic and social survey 2011

UN World economic and social survey 2011

UNEP green economy synthesis

Environment versus growth -a criticism of degrowth