ポスト2015開発アジェンダにおける教育の役割,
国連教育協議ワークシップ “The World We Want 2015”（於 セネガル、ダカール）における成果と展望@GEOC, JAPAN, 9th, August 2013佐藤真久
Masahisa SATO, Ph.D.

Associate Prof., Tokyo City Universitymasahisasato@hotmail.com,m-sato@tcu.ac.jp

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UN Thematic Consultation on Educationin the Post-2015 Development Agenda“The World We Want 2015”18-19 March 2013Dakar, Senegal

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Global Meeting (Dakar, Senegal)“The World We Want 2013”
INPUTS[1] Regional Consultations
••
•
•
•

Arab (Sharm el-Sheikh, 16-17 October 2012),
Africa (Johannesburg, 16-20 October 2012),
Latin America and the Caribbean (Mexico, 29-30 January 2013)
Asia and the Pacific (Bangkok, 26-27 February 2013).
A side-event on education in the post-2015 development agenda wasorganized during the Global Education for All Meeting (Paris, 21-23November 2012).

[2] A Global Consultation of Education NGOs•

during the Sixth Meeting of UNESCO’s Collective Consultation of NGOs
on EFA CCNGO/EFA (Paris, France, 24-26 October 2012).

[3] A Global Online Consultation•••••

The online consultation covered four themes:i) Equitable Access to Education (175 contributions);ii) Quality of Learning (171 contributions);iii) Global Citizenship, Skills and Jobs (135 contributions);iv) Governance and Financing of Education (57 contributions) from
10 December 2013 to 3 March 2013
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Global Meeting (Dakar, Senegal)“The World We Want 2013”
INPUT: [1] Regional Consultation[1] Common Points
••

•
•
•

•
•
•
•
•
••

[2] Multiple Answers•

Rights based Approaches;
Linkages between“Education” and“Development” (population
growth, demographic
dynamics, social structure,
governance, economicaldevelopment);
Partnership;
Continuous effort of EFA;
Quality Education (learningenvironment, teachers);
ICT use;
Educational Planning,System Development;
Fundraising;Monitoring and Evaluation;
ECCE;
Adult Literacy;
Improvement of Gender
Parity in Access••••

Regional / National Contextualization (Arab,Africa, Latin)
Governance (Africa, AP)
Skills for life and work (Arab, Africa, AP)
Global citizenship (Latin, Africa, AP)
Higher education (Latin, AP)•Human Development for SD (Latin,Africa, AP)••

Life-long (Latin, AP)
Non-cognitive skills (Latin, AP)[3] Specialties
Asia-Pacific Region••••

Respecting diversities, with variousapproachesParticipatory evaluation system
Innovation and technological development
Learning cities and communities, etc.

4Global Meeting (Dakar, Senegal)“The World We Want 2013”
INPUT: Inter-Agency Committee on the DESD[…] ESD is the collective contribution of the world’s education and learning systems(formal, informal and non-formal) […], the world’s public awareness and information
sharing systems, and the world’s public and private sector’s training systems.

ESD contributes to:[1] “Quality Education”-Education Planning and Stakeholders
Equity and Social Justice
Education GovernanceRelevant Education for AllRole of Higher Education[2] “Environmental Sustainability”-Youth as a Big Stake
Education and Sustainability
ESD and Innovation for Sustainability
ESD and Resilience
Inter-Agency Committee on the DESD. 2005.Key Message on ESD
for the Thematic Consultation on Education in the post-2015 Development Agenda

5Global Meeting (Dakar, Senegal)“The World We Want 2013”
OUTPUT: Situational Analysis[1] Education: a human right and thefoundation for sustainable development>human right and the basis for the realization of all other rights>empower people and yields significant development benefits>foundation for SD, promoting inclusive human development,
economic growth, environmental sustainability and peace andhuman security>”Good Quality Education” is central for realization ofdevelopment priorities

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Global Meeting (Dakar, Senegal)“The World We Want 2013”
OUTPUT: Situational Analysis[2] Education: unprecedented progress and yet
an unfinished agenda>since 2000, MDGs 2 & 3, EFA initiative have contributed tounprecedented progress in education (enhanced focus, increased
commitment, resource mobilization and coordinated actions)>52 million more children are enrolled in primary school,
significant improvement of gender parity in access to primaryeducation>Progress has stagnated since 2010. 61 million primary school
age children remain out of school (53% of whom: girls)>unforeseen neglect of: learning outcomes, ECCE, post-primaryeducation and training

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Global Meeting (Dakar, Senegal)“The World We Want 2013”
OUTPUT: Priorities “Equitable Access and Quality”• Advance inclusion and equity by reducing and eliminating

disparities in educational outcomes among learners. There is a need toredress disparities associated with gender, poverty, disability, location andother factors to promote inclusion. A concerted effort is needed toensure equitable access to quality education for children and youth
in situations of conflict and emergencies.

•“EquitableAccess andQuality”

Put quality and learning outcomes at the core of the agenda.
This includes a focus on proficiency in literacy and numeracy. Quality
education must equip people with the skills, knowledge and values toobtain decent work, and live together as active citizens nationally andglobally. It will help respond to the challenges of climate change and otherthreats to sustainable living and livelihoods. There needs to be safe andenabling learning environments including sufficient numbers of qualified andmotivated teachers, information and communication technologies (ICTs),
infrastructure, school-based management, as well as monitoring andevaluation systems.

• Expand access beyond primary school for encompassing
all education levels (ECCE), basic and post-basic), training, all formsof education (formal, non-formal and informal), and all age-groups, withspecial attention to the most marginalized.

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Education in the Post‐2015
Development Agenda

Education
in Post2015 Dev.
AgendaPOINT (1): Linkages among Educational Agenda,
Development Agenda, Environmental Agenda,+Emergency Educational Agenda
POINT (2): International Agenda and Indicators
POINT (3): “EFA & ESD Synergies”
POINT (4): Conceptual Framework on “Sustainability”
POINT (5): “Governance”
POINT (6): “Quality Education & Learning”
POINT (7): “Non-Cognitive Skills”
POINT (8): “Partnership / Collaboration”
POINT (9): “Global Citizenship”
POINT (10): “Cultures for Sustainable Development”

9Education in the Post‐2015
Development Agenda
Linkages among Educational Agenda, Development Agenda,
Environmental Agenda, Emergency Educational Agenda
Development Agenda•••

People come first
Poverty reduction, social
justice and development
are the main priorities
Environmental andconservation issues aresecondary to this(e.g. MDGs)– “Education forDevelopment”– “Emergency Education”

Education
AgendaRights based
approaches,Marginalized
People,Empowerment,Social Participation(e.g. Declaration of
Human Rights, CRC,
Dakar Framework ofAction–“EducationalDevelopment”

Environment Agenda•••

Conservation of the natural
world is the priority
People can sometimes be theproblem
Development issues andpoverty eradication aresecondary to this(e.g. CSD Indicators, a part ofSDGs– “Education forEnvironment”)

Solving Both “Poverty / Social Exclusion Problems”
and “Global Environmental Problems”

10Education in the Post‐2015
Development Agenda
International Agenda and Indicators
MDGs / Post-MDGs
•
••
•

•
•
•
•

Poverty, Social Exclusion
Problems
Marginalized People, theAccess
Gender Empowerment
Rights based (equitableaccess for quality education)
Means for the creation of
Sustainable Society
Developing Countries focused
Global Monitoring, with lessLocal Contexualisation
Donor-led (ODA base).etc

GNH / OECD-Your
Better life index

Education
Agenda andIndicators

SDGs•••••••

Beyond GDP

Global Environmental Problems
Sustainable Development
Carrying Capacity, Limits ofGrowth, Planetary Boundary
Good Governance, CBDR
Consideration with Climate
Change, Human Rights, Resilienceof Communities, Energy, Biodiversity, Natural Disasters
Means for the creation ofSustainable Society
Partnership between Developed /Developing Countries, .etc

CSD Indicators
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UNESCO ESD Progress
Reports and ESD in the Post
2015 Agenda

12Two Roots of DESD
“Two Roots of DESD”

Basic Education, Universalizing
Access and Promoting EquityEnvironmental, Development,and Education(1948: The Declaration of Human Rights, 1989:Convention on Right of the Child - CRC, 1990:
WCEFA and Jomtien Declaration on Education for
All – EFA, 2000: WEF and Dakar Framework ofAction, 2000-2015: MDG 2-3, 2003-2012: UNLD)(1972: UN Conference on Human Environment inStockholm, 1977: Tbilisi, 1987: Moscow, Brundtland
Report – Our common future, 1992: Rio Summit –Agenda 21 Chap 36, 1994: World Summit for Social
Development, 1995: 2nd UN Conference on HumanSettlements, 4th World Conference on Women,
1996; World Food Summit, 1997: Thessaloniki
Declaration)[1] Equitable Quality Basic
Education[2] Sustainable Development& Education(1990: WCEFA and Jomtien Declaration on
Education for All – EFA, 2000-2015: MDGs)

1987-2002: Emergence then definition of theconcept of Sustainable Development

DESD (2005-2014)

UNESCO. 2005.DESD-IIS

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“Bonn Declaration (2009)”

ESD in the 21st century
1. Education for sustainable development is setting a new direction for educationand learning for all. It promotes quality education, and is inclusive of all
people. It is based on values, principles and practices necessary to respondeffectively to current and future challenges.
2. ESD helps societies to address different priorities and issues inter alia water,energy, climate change, disaster and risk reduction, loss of biodiversity, foodcrises, health risks, social vulnerability and insecurity. It is critical for thedevelopment of new economic thinking. ESD contributes to creating resilient,

healthy and sustainable societies through a systemic andintegrated approach. It brings new relevance, quality, meaning andpurpose to education and training systems. It involves formal, nonformal and informal education contexts, and all sectors of society in a lifelong
learning process.

UNESCO. 2009. Bonn Declaration. http://unesdoc.unesco.org/images/0018/001887/188799e.pdf.

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“Bonn Declaration (2009)”
ESD in the 21st century
3. ESD is based on values of justice, equity, tolerance, sufficiency andresponsibility. It promotes gender equality, social cohesion and poverty reductionand emphasises care, integrity and honesty, as articulated in the Earth
Charter. ESD is underpinned by principles that support sustainable living,democracy and human well being. Environmental protection and restoration,
natural resource conservation and sustainable use, addressing unsustainableproduction and consumption patterns, and the creation of just and peacefulsocieties are also important principles underpinning ESD.
4. ESD emphasises creative and critical approaches, long termthinking, innovation and empowerment for dealing with uncertainty, andfor solving complex problems. ESD highlights the interdependence ofenvironment, economy, society, and cultural diversity from local to
global levels, and takes account of past, present and future.
5. Linked to different needs and the concrete living conditions of people, ESDprovides the skills to find solutions and draws on practices and knowledge
embedded in local cultures as well as in new ideas and technologies.
UNESCO. 2009. Bonn Declaration. http://unesdoc.unesco.org/images/0018/001887/188799e.pdf.

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DESD Progress Review“Context & Structure (2009)”[Traditions of Governance]
Traditions in governance are likely to dictate whether a country

adopts a more pedagogical orientation towards ESD emphasizing (social)learning, democracy and participation or a more instrumental one
emphasizing changing people’s behaviour in a predetermined or expertled
direction.

［Inter-Regional Learning］
there is still a need for inter-regional learning (South-South,UNESCO, 2009

North-South, North-North) as there are globalizing forces and systems
that affect all regions that can be understood better when discussed interregionally. At the same time, such international dialogue allows for thesharing of lessons learned and creative solutions found in each region,
sub-region and country as they attempt to develop and implement ESD.

UNESCO. 2009. Review of Contexts and Structures for ESD

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DESD Progress Review“Context & Structure (2009)”
Regional Review• Still serious status – such as poverty, economic growth within•short period, urbanization, loss of biodiversity, Ethnic, religious andlinguistic barriers, Loss of indigenous and traditional knowledge, Lackof financing for key projects, Shortage of donor support, Genderdisparity in education, Obstacles to quality education and training for
disadvantaged groups, Low adult (15 and over) literacy rates, An
increasing number of recurring natural disasters (tsunamis,earthquakes, cyclones, floods, droughts, volcanic eruptions) etc.
Based on regional consultation workshops, ESD in the Asia-Pacificregion is now at a point where countries are beginning to engage inclear strategies for ESD – moving from ESD in theory topractice
UNESCO, 2009•

ESD is developed most in the region in formal education settings.

• insufficient government funding for non-formal andinformal ESD-awareness raising programmes and initiatives• emphasis on the promotion of regional cooperation

UNESCO. 2009. Review of Contexts and Structures for ESD

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DESD Progress Review“Learning & Process (2011)”[Key Process]-Process of collaboration and dialogue-Process which engage the ‘whole system’-Process which innovate curriculum as well as teaching andlearning experiences-Process of active and participatory learning

UNESCO, 2011

[Key Learning]
Learning to:-Ask critical questions;-Clarify one’s own value;-Envision more positive and sustainable futures;-Think systematically-Respond through applied learning-Explore the dialectic between tradition and innovation

UNESCO. 2011. ESD, An Expert Review of Process of Learning

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ESD in the Post‐2015 Dev. Agenda,
Lessons Leant from Cases“EFA & ESD Synergies”“Earth Charter” in Education
I. RESPECT AND CARE FOR THECOMMUNITY OF LIFE

II. ECOLOGICAL INTEGRITY
III. SOCIAL AND ECONOMIC JUSTICE
IV. DEMOCRACY, NONVIOLENCE, ANDPEACEUNESCO and Earth Charter International. 2007.
Good Practices Using the Earth Charter

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ESD in the Post‐2015 Dev. Agenda,
Lessons Leant from Cases“EFA & ESD Synergies”(1) Strengthening the Linkages
between ESD and “Poverty &Social Exclusion Problems”(2) Strengthening the Linkages
between EFA and “Global
Environmental Problems”[Overarching Theme (examples)]“Climate Change”“Disaster Risk Reduction”“Sustainable Production and Consumption”“Peace and Human Security”“Urbanization” “Migration”
WEHAB, include: “HIV/ AIDS” , “Bio-Diversity”, etc.

Solving Both “Poverty / Social Exclusion Problems”
and “Global Environmental Problems”

20ESD in the Post‐2015
Development Agenda“EFA & ESD Synergies”
EFA•

•

•

EFA / ESD Overlap

Basic educationand literacy
available to alllearners
Particularlyaddresses those
who are excluded
from quality
basic education
GenderEmpowerment••••
•
•

•

ESD

Commitment to quality education
See education as a human right
Promotion of human rights,
especially gender equality andrights for marginalised people
Concern to improve the quality oflife, reduce poverty, improve health
Importance of primary education
Participation of all in education anddevelopment: governments, civilsociety organizations (CSOs), theprivate sector, communities andindividuals
Includes non-formal learning*NB some of these elements are more in evidence
in ESD or EFA respectively

EFA Global Action Plan••••Broader purposes
beyond education
Relevance andimportance of ESD
for all within or
outside plannedlearning activities
Includes those inprivileged positions
in societies whereconsumerismdominates
Emphasis on basicvalues, processes
and behaviours aspart of all learning

DESD-IIS

Source: Wade, R. & Parker, J. 2008. EFA and ESD Dialogue: Educating for a Sustainable World21

ESD in the Post‐2015 Dev. Agenda,
Lessons Leant from Cases“Global Citizenship”
Priority Area 3: Global Citizenship,
In Global Education First Initiative
The world faces global challenges, which require globalsolutions. These interconnected global challenges call for farreaching changes in how we think and act for the dignity offellow human beings. It is not enough for education to produce
individuals who can read, write and count. Education must betransformative bring shared values to life. It must cultivate
an active care for the world and for those with whom we share it.
Education must also be relevant in answering the big questionsof the day. Technological solutions, political regulation or
financial instruments alone cannot achieve sustainabledevelopment. It requires transforming the way people thinkand act. Education must fully assume its central role in helping
people to forge more just, peaceful, tolerant and inclusive
societies. It must give people the understanding, skills andvalues they need to cooperate in resolving theinterconnected challenges of the 21st Century.
http://www.globaleducationfirst.org/220.htm

22IGES Proposal for a progressive goal on
education in the SDGs, (IGES, 2013)
OVERALL GOAL: Universal quality education that provides necessary life-skills for individual
well-being while also empowering society with the capacities for realizing a sustainable future for all.

InspiringTransformative
Learning

Improving Quality ofEducation

Increasing
Access &Attainment

Sub-Goals

Continue achievement for UNIVERSAL PRIMARY EDUCATION & LITERACY
Attainment ofSECONDARY EDUCATIONIncrease provision ofEARLY CHILDHOOD DEVELOPMENTTEACHER TRAINING - Expand and improve (to support improvement ofthe overall quality of teaching)
Safe and Effective
LEARNING ENVIRONMENTS
CURRICULA IMPROVE QUALITY AND RELEVANCE

Provision of
COOPERATIVE & PARTICIPATORY LEARNING
Develop critical
ANALYSIS & PROBLEM SOLVING SKILLS
Provision of
GLOBAL CITIZENSHIP & PEACE EDUCATION and VALUES-BASED LEARNING

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THANK YOU FOR YOURATTENTION
Masahisa SATO Ph.D.
Associate Professor,
Tokyo City Universitymasahisasato@hotmail.com,m-sato@tcu.ac.jp
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