Sustainable development goals can be advanced through education. Science education that prepares the coming generations for a future that includes sustainable, stable and thriving social and economic development will require multidisciplinary skills. The skills that can be passed from one generation to the next include relevant science content, futures thinking and problem solving for issues we do not yet know are problems.
Science education, and the subsequent socioecological benefits, is most urgently needed by populations with limited resources, knowledge and time to prepare or cope with the changing climate. As these populations are already experiencing the effects of climate change, training on how to adapt to and reduce disaster risk is the need of the hour. We know that societies now and in the future will need to cope with the changing climate, and that the timelines to adapt to climate change are short. Read more…
This article presents the results of an innovative education capacity assessment and delivery project to promote sustainable development in large ocean states in the Western Indian Ocean (WIO) region. Science education can help prepare the present and coming generations for stability in an uncertain future. Limited financial, geographical and knowledge-based resources make large ocean states particularly vulnerable to future uncertainties, such as those associated with climate change. With island populations already feeling the impacts of a changing climate, improved adaptive capacity and disaster risk reduction have become increasingly essential. Thus, climate change adaptation forms the basis for a stakeholder-designed curriculum to meet the capacity-building needs of stakeholders. Partnerships between external experts and local stakeholders were formed to build upon human resource capacity and maximize delivery through a programme of ‘train-the-trainer’ activities. In this way, the mentoring of local stakeholders to undertake their own training can advance sustainable development goals beyond traditional non-collaborative educational approaches. This article shows how this aim can be accomplished through the design and delivery of a phased, coherent professional development program.
Shireen Fahey, Luke Verstraten, and Ashton J. Berry
Education for Sustainable Development: Enhancing Climate Change Adaptation Expertise in Developing Countries
Journal of Education for Sustainable Development March 2016 10: 54-67, first published on February 1, 2016 doi:10.1177/0973408215625534