I.

Summary
This article talk about addressing the climate challenge requires
individuals and institutions to be able to assess and understand climate
change, design and implement adequate policies, and, most important of
all, take action toward low-carbon, climate-resilient, and sustainable
growth. Therefore, climate change education is an essential part of
learning for sustainable development.
To achieve sustainable development, which is development that
meets the needs of the present without compromising the ability of future
generations to meet their own needs; individuals need to adopt
sustainable lifestyles. Everyday, millions of choices are made by
individuals, businesses, and governmentsall of which influence society
and environmental impact. These choices connect and differentiate
individuals evolving within a global society. Unsustainable collective
choices have led to major environmental crises, from climate change to
resource scarcity, while failing to improve people's well-being. However,
sustainable lifestyles, enabled by both efficient infrastructure and
individual actions, play a key role in minimizing the use of natural
resources, emissions, wastes, and pollution while supporting equitable
socioeconomic development and progress for all. This requires rethinking
ways of living, purchasing, and consuming, altering the organization of
daily life, of socialization, exchange, education, and the building of
identities.
On another level, a strong case can be made for a learning for
sustainable development agenda based on current gaps in young
people's understanding of their own role. Some people informed about
global challenges such as climate change, but demonstrated a striking
lack of information about local-level issues related to global
challenges. While environmental damage and degradation as the worst
elements within a vision of the future, sustainability was still not
considered as a factor for progress. Education provides a unique
opportunity to inform and empower young peopleand all peopleto
create their own sustainable lifestyles and communities.

II.

KEY CONCEPTS LEARNED

Sustainable Development An ideal Concept and Objective.Development
that meets the needs of the present without compromising the ability of
future generations to meet their own needs

Middle Income Countries (MICs) defined as having a per capita gross

national income of US$1,026 to $12,475 (2011) are a diverse group by
size, population, and income level. Middle income countries are home to
five of the worlds seven billion people and 73 percent of the worlds poor
people. At the same time, middle income countries represent about one
third of global GDP and are major engines of global growth.
Millennium Development Goals (MDGs) - endorsed by governments at the
United Nations in September 2000, aim to improve human well-being by
reducing poverty, hunger, child and maternal mortality, ensuring
education for all, controlling and managing diseases, tackling gender
disparity, ensuring sustainable development and pursuing global
partnerships.
The eight MDGs are:
Goal
Goal
Goal
Goal
Goal
Goal
Goal
Goal

1:
2:
3:
4:
5:
6:
7:
8:

Eradicate extreme poverty and hunger

Achieve universal primary education
Promote gender equality and empower women
Reduce child mortality
Improve maternal health
Combat HIV/AIDS, malaria and other disease
Ensure environmental sustainability
Develop a global partnership for development

Rio+20 - the short name for the United Nations Conference on

Sustainable Development to take place in Rio de Janeiro, Brazil, in June
2012 - is an historic opportunity to define pathways to a safer, more
equitable, cleaner, greener and more prosperous world for all.
Post-2015 Development Agenda refers to a process led by the United
Nations that aims to help define the future global development
framework that will succeed the Millennium Development Goals.
III.

EVALUATION
Education must be made climate compatible and linked to
sustainable development in order to meet the needs of the future and
beyond. Education is an approach to teaching and learning based on the
ideals and principles that underlie sustainability. As such, education
promotes multi-stakeholder social learning; emphasizes the empowerment
of communities and citizens; engages with key issues such as poverty
reduction, sustainable livelihoods, climate change and encourages
changes in behavior that will create a more sustainable future.

Achieving quality education for all remains a critical goal for

global development. While there has been considerable progress in
increasing primary school enrollment around the world, children too
often leave primary and even secondary school without acquiring the
basic knowledge, skills, and competencies needed to grow into healthy
adults and lead safe, productive, and sustainable lives. In short, there
is a global learning crisis underfoot, which affects children and youth
who are out of school with limited learning opportunities and also those
who are in school but not learning the skills needed for their future.

IV.

Conclusion
Given the world's limited natural resources, rising population, and
the climate change challenge, sustainable development cannot be
attained without education that equips learners with the skills needed to
live healthy, safe, and productive lives in the future, while also
safeguarding the ability of future generations to meet their own needs.
The learning for sustainable development will equip individuals with new
knowledge and the skills needed to reduce vulnerabilities and change
behavior, ultimately creating more resilient individuals and societies.

V.

Recommendation

Education can impart knowledge and spark behavior change to shift

global demand away from resource-and energy-intensive commodities,
especially those that contribute to greenhouse gas emissions. Education
can help reduce the vulnerability of communities to the impacts of
disasters and also enable them to adapt to climate change though
integrating disaster risk reduction and environmental and climate change
education into curricula. Schools can be made climate-proofed and multihazard resilient. Active learning should be connected to local problem
solving. Hands-on educational activities with a local focus create
successful learning outcomes.

Sustainable lifestyles are patterns of action and consumption, used by people to affiliate and
differentiate themselves from others, which: meet basic needs, provide a better quality of life,
minimize the use of natural resources and emissions of waste and pollutants over the lifecycle, and do
not jeopardize the needs of future generations.
Kate Scott, Literature Review on Sustainable Lifestyles and Recommendations for Further
Research, Stockholm Environment Institute, March, 2009

VI.

References
Sumner, Global Poverty and the New Bottom Billion: What is Three-Quarters of the World's Poor Live in MiddleIncome Countries, Institute of Development Studies no 349 (2010): 46.
Anderson, Climate Change Education for Mitigation and Adaption, Journal of Education for Sustainable
Development, September 2012.
https://en.wikipedia.org

HOLY ANGEL UNIVERSITY

Angeles City
COLLEGE OF ENGINEERING AND ARCHITECTURE
DEPARTMENT OF INDUSTRIAL ENGINEERING

JOURNAL ARTICLE:

Sustainable Development: A Case for Education

Submitted by:
Manalili, Judiel P.

Submitted to:
Dr. Ruby P. Henson