A perspective on the relationship between development education and education for sustainable development Deirdre Hogan & Roland Tormey This article examines in depth the relationship between development education and education for sustainable development, and aims to provide clarity as to why tensions and uncertainty exist between the two. It addresses the necessity of both groups of practitioners reconciling their differences to work together and address the pressing issues of today.
Education for sustainable development: Using the UNESCO framework to embed ESD in a student learning and living experience Peter Hopkinson, Peter Hughes & Geoff Layer In this article, the authors describe the implementation of, successes of, and lessons learnt from the Ecoversity initiative, a pilot programme at the University of Bradford that aims to integrate education for sustainable development into both the formal curriculum in all areas of study and the informal curriculum of life on campus.
Education for sustainability: Challenges and opportunities Ros Wade This article outlines the emergence of education for sustainability (EfS) as a concept and reflects on its potential to generate an international movement for change. It considers key questions for education practitioners and theorists and offer possible signposts for the future. It reflects experience gained through directing the EfS international Masters’ programme at London South Bank University, as associate director of LSBU’s Education Research Centre, and as a researcher and writer on EfS. It offers a personal perspective, although at the same time, it is also greatly enriched by the ideas and work of students, alumni, colleagues and fellow EfS commentators.
Education and sustainable development Elaine Nevin This article addresses the role of education in achieving sustainable development and explores the relationship between development education (DE), education for sustainable development (ESD) and environmental education (EE) in an Irish context. It examines how these three ‘educations’ can develop and grow, and considers examples of ‘good practice’ in ESD in the context of Irish national policy frameworks, particularly focusing on how ESD can fit into these frameworks.
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