Role Of Education in Sustainable Development Essay Example for Free

Role Of grooming in sustainable Development EssaySustainable commencement is that maturation which leave alone meet the present needs of the community without compromising the ability of prox generations to meet their own needs. Environmental precept involves among other things the provision of information, recognizing values, clarifying concepts etc in order to develop skills and attitudes that enable the community to understand and appreciate the relationship between their cultures and their physical surroundings.At international fora, attempts excite been made to promote environmental raising. In the year 1975 in Belgrade, the program for international environmental information was started followed by the conference in Tsibilisi in 1977, Nevada 1979, Moscow 1987, . . Since then the council of European countries has twice c anyed on instalment countries to advance on environmental study in alone sectors of information.There is filld a paramount policy to tally that the findings of research on environmental science are properly applied to ensure that the cosmos is safe for further development with no further destruction of the natural resources.It is therefore demand to involve the players in political, economic and cultural sectors in designing environmental programs. By doing this, we give visiting card that all these players shed turned environmentalists and we can expect a conflict of affair of style in the approach of environmental matters. This is because sustainable development is a contested territory with its ownership disputed by forces with very diverse chases.Its thus difficult to foresee any slackening of the effort on those who give continue to impose development to suit their ends invoking modernity, national integration, economic growth and other slogans (Adams 1990, p199). With challenges as these, didactics is a must in order to bring these interests groups together and come up with cloggy policy on sustainablede velopment, infact one that is conscious of future needs.OBSTACLES TO SUSTAINABLE DEVELOPMENTThere are discordant obstacles to sustainable development which include-1. Lack of awareness on issues involved,2. Political un admitability of obvious stairs forward,3. Opposition by groups with vested interests,4. Inadequacy of institutional mechanism for integrating environment and development.SOLUTIONSTo overcome these obstacles, there is a feeling among many groups that there is a need to re positioning the ideas and values that underlie the complex and clear obstacles with a new approach and reshaping of ideas and values. To do this we need not just a modification, but a total revolution of our thinking. This can well be achieved through a well-designed gentility approach.ROLE OF developmentEducation plays a major role in enhancing flocks awareness or so bio-diversity preservation as well as sustainable development. It leads to actualization of preservation fellowship and skills which in turn ease in broadening peoples knowledge about conservation, thus qualification them functional members of the society.Education will enlighten stakeholders on various issues relating to sustainable development and bio-diversity conservation. Also education will sensify them to erupticipate fully in campaigns against any act or development that threaten future sustainability.Consequently, education empowers stakeholders to take increasing charge of their own developments as key ingredients combined with a clear knowledge of environmental constraints and of requirements to meet basic needs. This enables people to understand their need for and importance of biodiversity for now and in the future. It is this education which will enable us realisethat sustainable development confronts not just society, but each of us at the heart of his or her purpose. It invites us to give practical support to the values of complaisant equity, human worth and ecological health. Education questions our readiness to involve ourselves in the struggle for spay, it challenges our willingness to contribute in greater measure to the activities of NGOs and dedicated individuals who campaign on our behalf. Moreover, education asks us to accept that the small beginnings from which so many successful campaigns defend started resides within ourselves.As Laszlo (1989) puts it, we contemplate changing roughly anything on this earth except ourselves, and this is due to the inner constraints in our visions and values that can however be removed through education. This is because education will explain the need for and importance of attitude and behaviour transpose in our pursuit for development, as a result we will realise that we owe the future generations what we have today.It is education that will enable us reach a conclusion as Max-reef (1991,P113) explains -I have reached the conclusion that I lack the power to change the world or any significant part of it, I only have the power to change myself. And the fascinating thing is that if I decide to change myself, there is no police force in the world that can prevent me doing so. It is my decision and if I want to do it, I can do it. Now the point is that if I change myself, some(a)thing may happen as a consequence that may lead to a change in the world. As such awareness becomes more(prenominal) general, sustainable development will be regarded seriously by the people who really count not just elites but people generally.Education whether formal or informal has been proved to be a powerful tool in promoting changes in the attitudes and perceptions of people about a resource. A series of conferences under the auspices of UNDP have been held to address issues pertaining to the link between sound natural resource management and sustainable development, environmental conservation and improved human welfare.Education for sustainable development will not only create awareness of theglobal crisis but mus t place it at the heart of the curriculum. It must be ecological alternatively than environmental encouraging broad holistic thinking, get a lineing the need for structural change and promoting the correct application of reductionist thinking to specific technological problems. It will embrace all the means of the change discussed in this paper and alert stakeholders to the feasibility of utility(a) practices. Further, education will not only inform stakeholders, but in addition allow them to participate in decision making process about biodiversity conservation and thus promoting change.Through education, stakeholders will not only become acquinted with one anothers vision about healthy ecosystems but also stimulates them to ruminate their own visions relating to biodiversity. It will not only teach them about holism but will require them to think holistically. Holistic thinking is a particularly of import means of change for sustainable development because it attempts to fi gure out the consequences. Holistic approach tries to anticipate the problem simple solutions, create and to identify more satisfactory structural solutions. Holistic thinking led one farmer in Kenya, sickened at having to slay the elephants ruining his crops, to adopt an alternative form of land use, accommodating not only his own interest but also those of elephants, of tourists who wanted to see elephants and of local people who could supplement their subsistence economy with income from tourism.Education will also help us to see the need of putting people prototypic in all our endeavours in sustainable development and biodiversity conservation. Putting people first means quite simply valuing people for themselves, for what they are rather than for what they can do, or how they can perform in the service of some interest whose ends may be quite radically opposed to the meeting of human need. Putting people first also means empowerment- a process by which those who are or feel e xcluded from decision making are enabled to participate in it. It involves the transfer of power from those in authority to smaller groups.In some countries this has to begin with defecateing or re-establishing political rights and other basic freedoms. (A recent example is the return to free elections in Malawi and Kenya). Onlythen can a start be made to provide education and prepare to raise awareness and allow stakeholders to play an effective role in political process. Empowerment also refers to what Paul Freire, the Brazilian educationist calls Conscientization or education for consciousness, by which communities and individuals become aware of the reasons for their poverty and oppressiveness and begin to discuss what they themselves can do about it without enabling action by the authorities.Ecological education will not only teach about empowerment but will enable stakeholders to touch their aspiration by helping them to develop their full range of abilities. By paying equ al help to emotional and intellectual development, education will teach the basic life skills people need to establish identities and grow as individuals. By encouraging creativity, trueness and initiative, it will equip stakeholders to take responsibility for themselves and their future, and to debar dependency on biodiversity without ensuring its sustainability through sound management practices. It will also focus on relationships and teach what Harrison (1990,p203) calls the work of human communication of caring and nurturance, of tending the personal bonds of the community. It is envisaged that well organised education will also enhance our ability to relate with each other, not just on the take of day to day communication skill, but more importantly by acknowledging others identities and rights to a resource.This education will initiate a process of lifelong growth in awareness and aspiration. An individuals readiness to participate in that process, at however lowly or rud imentary a level, will be more important than acquiring impressive qualifications, for as Paul Freire (1972) points out, we are all unfinished human beings with a commitment to improve unfinished reality.Without the opportunity to develop their potential, individuals can not develop fully in discussions and initiatives on which progress to more sustainable development depends. Therefore, properly resourced and directed education will ensure that all stakeholders become the beneficiaries of the care, concern and skills of others.CONCLUSIONIn a world where the challenge of sustainable development is an imperative, rather than an option, we can not afford to debar people from participating by making them feel failures, whether schoolman failures as a result of the rigid application of elitist standards, or social or personal failures as a result of inadequate evolutions of both their needs and their potential. Therefore, I envisage that properly resourced and directed education aimed at encouraging the development of sensitivity, awareness, critical thinking, problem solving and active participation in biodiversity conservation campaigns, will enable stakeholders not only to become aware of the issues and be able to act on that awareness, but will be equipped with the skills required to contribute effectively to the debate. They will learn to plan, organise, pass along with others, develop strategies and create alliances with an aim of promoting sustainable development and ensuring biodiversity conservation.