Sustainable development is an organizing principle that aims to meet human development goals while also enabling natural systems to provide necessary natural resources and ecosystem services to humans. The desired result is a society where living conditions and resources meet human needs without undermining the planetary integrity and stability of the natural system. Sustainable development tries to find a balance between economic development, environmental protection, and social well-being. The Brundtland Report in 1987 defined sustainable development as "development that meets the needs of the present generation without compromising the ability of future generations to meet their own needs". The concept of sustainable development nowadays has a focus on economic development, social development and environmental protection for future generations.
The United Nations Environment Programme (UNEP) is responsible for coordinating responses to environmental issues within the United Nations system. It was established by Maurice Strong, its first director, after the United Nations Conference on the Human Environment in Stockholm in June 1972. Its mandate is to provide leadership, deliver science and develop solutions on a wide range of issues, including climate change, the management of marine and terrestrial ecosystems, and green economic development. The organization also develops international environmental agreements; publishes and promotes environmental science and helps national governments achieve environmental targets.
Environmental finance is a field within finance that employs market-based environmental policy instruments to improve the ecological impact of investment strategies. The primary objective of environmental finance is to regress the negative impacts of climate change through pricing and trading schemes. The field of environmental finance was established in response to the poor management of economic crises by government bodies globally. Environmental finance aims to reallocate a businesses resources to improve the sustainability of investments whilst also retaining profit margins.
A green economy is an economy that aims at reducing environmental risks and ecological scarcities, and that aims for sustainable development without degrading the environment. It is closely related with ecological economics, but has a more politically applied focus. The 2011 UNEP Green Economy Report argues "that to be green, an economy must not only be efficient, but also fair. Fairness implies recognizing global and country level equity dimensions, particularly in assuring a Just Transition to an economy that is low-carbon, resource efficient, and socially inclusive."
Environmental education (EE) refers to organized efforts to teach how natural environments function, and particularly, how human beings can manage behavior and ecosystems to live sustainably. It is a multi-disciplinary field integrating disciplines such as biology, chemistry, physics, ecology, earth science, atmospheric science, mathematics, and geography.
Eco-Schools is an international programme of the Foundation for Environmental Education (FEE) that aims to “empower students to be the change our sustainable world needs by engaging them in fun, action-orientated, and socially responsible learning.”
The Decade of Education for Sustainable Development (DESD) 2005–2014 was an Education for Sustainable Development (ESD) initiative of the United Nations. The Decade was delivered by UNESCO as lead agency, and gave rise to Regional Centres of Expertise (RCE) networks, and the GUPES universities' partnership. The launch of the United Nations Decade of Education for Sustainable Development started a global movement to reorient education to address the challenges of sustainable development. It was the first UN Decade to establish a global monitoring and evaluation process and expert group. Building on the achievement of the Decade, stated in the Aichi-Nagoya Declaration on ESD, UNESCO endorsed the Global Action Programme on ESD (GAP) in the 37th session of its General Conference. Acknowledged by UN general assembly Resolution A/RES/69/211 and launched at the UNESCO World Conference on ESD in 2014, the GAP aims to scale-up actions and good practices. UNESCO has a major role, along with its partners, in bringing about key achievements to ensure the principles of ESD are promoted through formal, non-formal and informal education.
A sustainable city, eco-city, or green city is a city designed with consideration for social, economic, environmental impact, and resilient habitat for existing populations, without compromising the ability of future generations to experience the same. The UN Sustainable Development Goal 11 defines sustainable cities as those that are dedicated to achieving green sustainability, social sustainability and economic sustainability. They are committed to doing so by enabling opportunities for all through a design focused on inclusivity as well as maintaining a sustainable economic growth. The focus will also includes minimizing required inputs of energy, water, and food, and drastically reducing waste, output of heat, air pollution – CO2, methane, and water pollution. Richard Register, a visual artist, first coined the term ecocity in his 1987 book Ecocity Berkeley: Building Cities for a Healthy Future, where he offers innovative city planning solutions that would work anywhere. Other leading figures who envisioned sustainable cities are architect Paul F Downton, who later founded the company Ecopolis Pty Ltd, as well as authors Timothy Beatley and Steffen Lehmann, who have written extensively on the subject. The field of industrial ecology is sometimes used in planning these cities.
This article includes information about environmental groups and resourcesthat serve K–12 schools in the United States and internationally. The entries in this article are for broad-scope organizations that serve at least one state or similar regions.
The Climate and Clean Air Coalition to Reduce Short-Lived Climate Pollutants (CCAC) was launched by the United Nations Environment Programme (UNEP) and six countries—Bangladesh, Canada, Ghana, Mexico, Sweden, and the United States—on 16 February 2012. The CCAC aims to catalyze rapid reductions in short-lived climate pollutants to protect human health, agriculture and the environment. To date, more than $90 million has been pledged to the Climate and Clean Air Coalition from Canada, Denmark, the European Commission, Germany, Japan, the Netherlands, Norway, Sweden, and the United States. The program is managed out of the United Nations Environmental Programme through a Secretariat in Paris, France.
The Global Universities Partnership on Environment for Sustainability (GUPES) is a United Nations Environment Program (UNEP) flagship programme, hosted by the Environmental Education and Training Unit (EETU), at the UNEP Headquarters in Nairobi, Kenya. The partnership seeks to increase active environmental commitment and action with higher education institutions and policy institutions globally.
Global citizenship education (GCED) is a form of civic learning that involves students' active participation in projects that address global issues of a social, political, economic, or environmental nature. The two main elements of GCE are 'global consciousness'; the moral or ethical aspect of global issues, and 'global competencies', or skills meant to enable learners to participate in changing and developing the world. The promotion of GCE was a response by governments and NGOs to the emergence of supranational institution, regional economic blocs, and the development of information and communications technologies. These have all resulted in the emergence of a more globally oriented and collaborative approach to education. GCE addresses themes such as peace and human rights, intercultural understanding, citizenship education, respect for diversity and tolerance, and inclusiveness.
The Arab Forum for Environment and Development (AFED) is a not-for-profit regional non-governmental organization, membership-based organization headquartered in Beirut, Lebanon, with the status of international organization; grouping experts together with the civil society, business community and media, to promote prudent environmental policies and programmes across the Arab region.
Action for Climate Empowerment (ACE) is a term adopted by the United Nations Framework Convention on Climate Change (UNFCCC). It refers to Article 6 of the Convention's original text (1992), focusing on six priority areas: education, training, public awareness, public participation, public access to information, and international cooperation on these issues. The implementation of all six areas has been identified as the pivotal factor for everyone to understand and participate in solving the complex challenges presented by climate change. The importance of ACE is reflected in other international frameworks such as the Sustainable Development Goals ; the Global Action Programme for Education for Sustainable Development ; the Aarhus Convention (2011); the Escazú Agreement (2018) and the Bali Guidelines (2010).
Climate change education (CCE) is education that aims to address and develop effective responses to climate change. It helps learners understand the causes and consequences of climate change, prepares them to live with the impacts of climate change and empowers learners to take appropriate actions to adopt more sustainable lifestyles. Climate change and climate change education are global challenges that can be anchored in the curriculum in order to provide local learning and widen up mindset shits on how climate change can be mitigated. In such as case CCE is more than climate change literacy but understanding ways of dealing with climate
The Global Peatlands Initiative is an effort made by leading experts and institutions formed in 2016 by 13 founding members at the UNFCCC COP in Marrakech, Morocco. The mission of the Initiative is to protect and conserve peatlands as the world's largest terrestrial organic carbon stock and to prevent it from being emitted into the atmosphere.
Monitoring Education for Sustainable Development (ESD) refers to measuring progress in ESD learning compared to policy commitments, provision, institutional support, resources and others. Monitoring and evaluation (M&E) of Education for Sustainable Development is widely discussed in literature on ESD, including debates regarding methodology and strategies for interpreting the data.
Sustainable Development Goal 13 is to limit and adapt to climate change. It is one of 17 Sustainable Development Goals established by the United Nations General Assembly in 2015. The official mission statement of this goal is to "Take urgent action to combat climate change and its impacts". SDG 13 and SDG 7 on clean energy are closely related and complementary.
Sustainable Development Goal 12, titled "responsible consumption and production", is one of the 17 Sustainable Development Goals established by the United Nations in 2015. The official wording of SDG 12 is "Ensure sustainable consumption and production patterns". SDG 12 is meant to ensure good use of resources, improve energy efficiency and sustainable infrastructure, provide access to basic services, create green and decent jobs, and ensure a better quality of life for all. SDG 12 has 11 targets to be achieved by at least 2030, and progress towards the targets is measured using 13 indicators.
