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.
Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner, and to ensure the fulfillment of an individual.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. This concept is distinct from experiential learning, however experiential learning is a subfield and operates under the methodologies associated with experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". The Journal of Experiential Education publishes peer-reviewed empirical and theoretical academic research within the field.
The Earth Charter is an international declaration of fundamental values and principles considered useful by its supporters for building a just, sustainable, and peaceful global society in the 21st century. Created by a global consultation process, and endorsed by organizations representing millions of people, the Charter "seeks to inspire in all peoples a sense of global interdependence and shared responsibility for the well-being of the human family, the greater community of life, and future generations." It calls upon humanity to help create a global partnership at a critical juncture in history. The Earth Charter's ethical vision proposes that environmental protection, human rights, equitable human development, and peace are interdependent and indivisible. The Charter attempts to provide a new framework for thinking about and addressing these issues. The Earth Charter Initiative organization exists to promote the Charter.
The United Nations Association in Canada (UNA-Canada) is a historic charitable organization focused on multilateralism in Canada. Established in 1946, UNA-Canada was a founding member of the World Federation of United Nations Association.
Andragogy refers to methods and principles used in adult education. The word comes from the Greek ἀνδρ- (andr-), meaning "adult male", and ἀγωγός (agogos), meaning "leader of". Therefore, andragogy literally means "leading men ", whereas "pedagogy" literally means "leading children".
The National Wildlife Federation (NWF) is the United States' largest private, nonprofit conservation education and advocacy organization, with over six million members and supporters, and 51 state and territorial affiliated organizations (including Puerto Rico and the Virgin Islands).
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.
Agricultural education is the systematic and organized teaching, instruction and training available to students, farmers or individuals interested in the science, business and technology of agriculture as well as the management of land, environment and natural resources.
Human rights education (HRE) is the learning process that seeks to build up knowledge, values, and proficiency in the rights that each person is entitled to. This education teaches students to examine their own experiences from a point of view that enables them to integrate these concepts into their values, decision-making, and daily situations. According to Amnesty International, HRE is a way to empower people, training them so their skills and behaviors will promote dignity and equality within their communities, societies, and throughout the world.
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.”
Ecological literacy is the ability to understand the natural systems that make life on earth possible. To be ecoliterate means understanding the principles of organization of ecological communities and using those principles for creating sustainable human communities. The term was coined by Frank Herbert in his novel Dune - Liet-Kynes’s father tells him 'You must cultivate ecological literacy among the people'. It was later developed by American educator David W. Orr and physicist Fritjof Capra in the 1990s – thereby a new value entered education; the "well-being of the earth". Well-being, Well-being, or wellbeing, also known as wellness, prudential value or quality of life, refers to what is intrinsically valuable relative to someone.
The ecopedagogy movement is an outgrowth of the theory and practice of critical pedagogy, a body of educational praxis influenced by the philosopher and educator Paulo Freire. Ecopedagogy's mission is to develop a robust appreciation for the collective potentials of humanity and to foster social justice throughout the world. It does so as part of a future-oriented, ecological and political vision that radically opposes the globalization of ideologies such as neoliberalism and imperialism, while also attempting to foment forms of critical ecoliteracy. Recently, there have been attempts to integrate critical eco-pedagogy, as defined by Greg Misiaszek with Modern Stoic philosophy to create Stoic eco-pedagogy.
The Stockholm Declaration of 1972, or the Declaration of the United Nations Conference on the Human Environment, is the first United Nations declaration on the global environment. It consists of 26 principles and led to the creation of the United Nations Environment Programme (UNEP), which laid the foundation for future global environmental governance. The United Nations Conference on the Human Environment was held in Stockholm, Sweden, from June 5–16 in 1972. The 1972 United Nations Conference on the Human Environment signifies the first international effort to place environmental issues at the forefront of global concerns. The Conference sought to recognize the finite nature of Earth's resources and human impacts on the environment. It represented the beginning of a global dialogue on the link between economic growth, the pollution of the environment, and the well-being of humanity. The resulting Stockholm Declaration urged its partnering nations to reduce air, land, and water degradation by integrating science and technology in their development plans. It also called nations to create regulations on wildlife protection, environmental conservation, and population control. While the reception of the ideas in the Declaration generally stayed positive, it received wide criticisms on its practical implementation, especially from developing nations.
The following outline is provided as an overview of and topical guide to sustainability:
Modern environmental education in the United States began to take shape in the late 19th century with the Nature Study movement, which grew out of efforts to promote the field of natural history by naturalists including Harvard professor Louis Agassiz (1807-1873) and Anna Botsford Comstock, whose Handbook of Nature Study was published in 1911.
Indigenous education specifically focuses on teaching Indigenous knowledge, models, methods, and content within formal or non-formal educational systems. The growing recognition and use of Indigenous education methods can be a response to the erosion and loss of Indigenous knowledge through the processes of colonialism, globalization, and modernity. Indigenous education also refers to the teaching of the history, culture, and languages of Indigenous peoples of a region.
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.
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 shifts 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
