INTRODUCTION:

Sustainable development represents an opportunity to construct a new approach, and the success
of these efforts has powerful implications for issues of peace and security. The term ‘Sustainable
development’, in place of ‘development’ is now being increasingly used by scholars. It has become
a major topic of discussion among all the social scientists, social organisations, statesmen and
leaders. The industrial-technological and economic development registered by the humankind
during the past 100 years has not proved to be a real development in so far as it has created
imbalances in the environment as well as among nations. Of late, however, with environment and
human rights issues gaining currency, it is considered essential that such projects be formulated,
planned and executed in such a way as may ensure the real and enduring socio-economic welfare
of the people without doing any damage to the environment. Instead of thinking only in terms of
GDP and GDP per capita, we have to think in terms of GDH—Gross Domestic Happiness.
Development should be secured without in any way harming the human rights of the people,
particularly of those whose life is to be directly and physically affected by human activities. The
concept of sustainable development denotes this new positive approach. Sustainable
development is now held to be an essential condition for securing stable, enduring, real and
sustainable world peace, security and development.
The movement to mobilise educational systems in response to the ills experienced by the world has
seen the rise of the concept of ‘education for sustainability’.
A fundamental change is needed in the way we think about education’s role in global
development, because it has a catalytic impact on the well-being of individuals and the future of
our planet. … Now, more than ever, education has a responsibility to be in gear with 21st century
challenges and aspirations, and foster the right types of values and skills that will lead to
sustainable and inclusive growth, and peaceful living together.
“Education can, and must, contribute to a new vision of sustainable global development.”

Sustainable Development:
The term ‘Sustainable’ stands for sustainability and it represents an approach to development
which is concerned with such fundamental human concerns like poverty, environment, equality,
democracy, development and peace. The link between development and peace is now realized.
Meeting the basic needs of poor communities holds the promise of eliminating many types of
situations which favour the outbreak of violence and wars. Not development, but sustainable

1
development alone can contribute to or benefit the process of conflict-resolution and to the need
to check and prevent armed conflicts.
The 1992 Rio Declaration, presented at the United Nations Conference on Environment and
Development, asserted in its Principle 25, that “Peace, development and environmental protection
are interdependent and indivisible”. In other words, the idea of peace forms an integral part of the
idea of sustainable development. Presently, these two concepts have come to be regarded as
inseparable.
The term Sustainable Development was popularized in 1987 by the United Nations Commission on
Environment and Development through the Brundtland Report. This report, which was entitled
Our Common Future, produced the most widely accepted definition of Sustainable
Development—”development that meets the needs of the present without compromising the
ability of future generations to meet their own needs.”

History:

The concept of sustainable development formed the basis of the United Nations Conference on
Environment and Development held in Rio de Janeiro in 1992. The summit marked the first
international attempt to draw up action plans and strategies for moving towards a more
sustainable pattern of development.
In 1972, governments met in Stockholm, Sweden, for the United Nations Conference on the
Human Environment, to consider the rights of the family to a healthy and productive
environment. In 1983, the United Nations created the World Commission on Environment and
Development (later known as the Brundtland Commission), which defined sustainable
development as "meeting the needs of the present without compromising the ability of future
generations to meet their own needs". In 1992, the first United Nations Conference on
Environment and Development (UNCED) or Earth Summit was held in Rio de Janeiro, where the
first agenda for Environment and Development, also known as Agenda 21, was developed and
adopted.
In 2012, the United Nations Conference on Sustainable Development (UNCSD), also known
as Rio+20, was held as a 20-year follow up to UNCED. Colombia proposed the idea of the SDGs at a
preparation event for Rio+20 held in Indonesia in July 2011. In September 2011, this idea was
picked up by the United Nations Department of Public Information 64th NGO Conference in Bonn,
Germany.
2
The outcome document proposed 17 sustainable development goals and associated targets. In the
run-up to Rio+20 there was much discussion about the idea of the SDGs. At the Rio+20
Conference, a resolution known as "The Future We Want" was reached by member states. Among
the key themes agreed on were poverty eradication, energy, water and sanitation, health, and
human settlement.
The Rio+20 outcome document mentioned that “at the outset, the OWG [Open Working Group]
will decide on its methods of work, including developing modalities to ensure the full involvement
of relevant stakeholders and expertise from civil society, the scientific community and the United
Nations system in its work, in order to provide a diversity of perspectives and experience”.
In January 2013, the 30-member UN General Assembly Open Working Group on Sustainable
Development Goals was established to identify specific goals for the SDGs. The Open Working
Group (OWG) was tasked with preparing a proposal on the SDGs for consideration during the 68th
session of the General Assembly, September 2013 – September 2014. On 19 July 2014, the OWG
forwarded a proposal for the SDGs to the Assembly. After 13 sessions, the OWG submitted their
proposal of 17 SDGs and 169 targets to the 68th session of the General Assembly in September
2014. On 5 December 2014, the UN General Assembly accepted the Secretary General's Synthesis
Report, which stated that the agenda for the post-2015 SDG process would be based on the OWG
proposals.
Ban Ki-moon, the United Nations Secretary-General from 2007 to 2016, has stated that: "We don’t
have plan B because there is no planet B!.This thought has guided the development of the
Sustainable Development Goals (SDGs).
The Post-2015 Development Agenda was a process from 2012 to 2015 led by the United
Nations to define the future global development framework that would succeed the Millennium
Development Goals. The SDGs were developed to succeed the Millennium Development
Goals (MDGs) which ended in 2015. The gaps and shortcomings of MDG Goal 8 (To develop a
global partnership for development) led to identifying a problematic "donor-recipient"
relationship. Instead, the new SDGs favour collective action by all countries.

3
SUSTAINABLE DEVELOPMENT INDICATORS:
Indicators are quantified information which help to explain how things are changing over time. For
many years, a limited number of key economic measures has been used to judge how the
economy is performing - for example, output, the level of employment, the rate of inflation, the
balance of payments, public sector borrowing, etc. These statistics give an overall picture but do
not explain why particular trends are occurring, and do not necessarily reflect the situation of a
particular industry, society or area. They do, however, provide policy-makers and the public
reasonable indicators of changes in the economy, assisting economic policy decision making and
allowing the public to judge for themselves how the economy is performing overall.

Why do we need indicators?

There are three basic functions of indicators - simplification, quantification, and communication.
Indicators generally simplify in order to make complex phenomena quantifiable so that
information can be communicated. Some of the general public are concerned about sustainable
development and the environment. They like to be informed about the state of the environment
and the economy and how and why they are changing.

There are 169 targets for the 17 goals. Each target has between 1 and 3 indicators used to
measure progress toward reaching the targets. In total, there are 232 approved indicators that will
measure compliance. The United Nations Development Programme has been asked to provide
easy to understand lists of targets and facts and figures for each of the 17 SDGs.

4
Goal 1: No poverty
"End poverty in all its forms everywhere."
Extreme poverty has been cut by more than half since 1990. Still, more than 1 in 5 people live on
less than the target figure of US$1.25 per day. Poverty is more than the lack of income or
resources. People live in poverty if they lack basic services such as healthcare, security, and
education. They also experience hunger, social discrimination, and exclusion from decision-making
processes. Achieving Goal 1 is hampered by growing inequality, increasingly fragile statehood, and
the impacts of climate change.

Goal 2: Zero hunger

"End hunger, achieve food security and improved nutrition, and promote sustainable agriculture".
Goal 2 states that by 2030 we should end hunger and all forms of malnutrition. This would be
accomplished by doubling agricultural productivity and incomes of small-scale food producers
(especially women and indigenous peoples), by ensuring sustainable food production systems, and
by progressively improving land and soil quality. Agriculture is the single largest employer in the
world, providing livelihoods for 40% of the global population. It is the largest source of income for
poor rural households. Women make up about 43% of the agricultural labour force in developing
countries, and over 50% in parts of Asia and Africa.

Goal 3: Good health and well-being for people

"Ensure healthy lives and promote well-being for all at all ages."
Significant strides have been made in increasing life expectancy and reducing some of the
common killers associated with child and maternal mortality. Similarly, progress has been made on
increasing access to clean water and sanitation and on reducing malaria, tuberculosis, polio, and
the spread of HIV/AIDS. While needs are being addressed gradually, more than 225 million women
have an unmet need for contraception. Goal 3 aims to achieve universal health coverage, including
access to essential medicines and vaccines. It proposes to end the preventable death of newborns
and children under 5 and to end epidemics such as AIDS, tuberculosis, malaria, and water-borne
diseases, for example. 2016 rates for the third dose of the peruses vaccine (DTP3) and the first
dose of the measles vaccine (MCV1) reached 86 percent and 85 percent, respectively.

5
Goal 4: Quality education
"Ensure inclusive and equitable quality education and promote lifelong learning opportunities for
all."
Major progress has been made in access to education, specifically at the primary school level, for
both boys and girls. Still, at least 22 million children in 43 countries will miss out on pre-primary
education unless the rate of progress doubles. Access does not always mean quality of education
or completion of primary school. 103 million youth worldwide still lack basic literacy skills, and
more than 60 percent of those are women. In one out of four countries, more than half of children
failed to meet minimum math proficiency standards at the end of primary school, and at the lower
secondary level, the rate was 1 in 3 countries. Target 1 of Goal 4 is to ensure that, by 2030, all girls
and boys complete free, equitable, and quality primary and secondary education.

Goal 5: Gender equality

"Achieve gender equality and empower all women and girls."
According to the UN, "gender equality is not only a fundamental human right, but a necessary
foundation for a peaceful, prosperous and sustainable world." Providing women and girls with
equal access to education, health care, decent work, and representation in political and economic
decision-making processes will nurture sustainable economies and benefit societies and humanity
at large. Achieving gender equality will require enforceable legislation that promotes
empowerment of all women and girls and requires secondary education for all girls. The targets
call for an end to gender discrimination and for empowering women and girls through technology

Goal 6: Clean water and sanitation

"Ensure availability and sustainable management of water and sanitation for all."

The first three targets relate to drinking water supply and sanitation. Worldwide, 6 out of 10
people lack safely managed sanitation services, and 3 out of 10 lack safely managed water
services.[51] Safe drinking water and hygienic toilets protect people from disease and enable
societies to be more productive economically. The main indicator for the sanitation target is the
"Proportion of population using safely managed sanitation services, including a hand-washing
facility with soap and water”. The Sustainable Sanitation Alliance (SuSanA) has made it its mission
to achieve SDG6. SuSanA's position is that the SDGs are highly interdependent. Therefore, the
provision of clean water and sanitation for all is a precursor to achieving many of the other SDGs.

6
Goal 7: Affordable and clean energy
"Ensure access to affordable, reliable, sustainable and modern energy for all."
Targets for 2030 include access to affordable and reliable energy while increasing the share of
renewable energy in the global energy mix. This would involve improving energy efficiency and
enhancing international cooperation to facilitate more open access to clean energy technology
and more investment in clean energy infrastructure. Plans call for particular attention to
infrastructure support for the least developed countries, small islands and land-locked developing
countries. As of 2017, only 57 percent of the global population relies primarily on clean fuels and
technology, falling short of the 95 percent target.

Goal 8: Decent work and economic growth

"Promote sustained, inclusive and sustainable economic growth, full and productive employment
and decent work for all."

World Pensions Council (WPC) development economists have argued that the twin considerations
of long-term economic growth and infrastructure investment weren’t prioritized enough. Being
prioritized as number 8 and number 9 respectively was considered a rather "mediocre ranking and
defies common sense. For the least developed countries, the economic target is to attain at least a
7 percent annual growth in gross domestic product (GDP). Achieving higher productivity will
require diversification and upgraded technology along with innovation, entrepreneurship, and the
growth of small- and medium-sized enterprises (SMEs). Some targets are for 2030; others are for
2020. The target for 2020 is to reduce youth unemployment and operationalize a global strategy
for youth employment. Implementing the Global Jobs Pact of the International Labour
Organization is also mentioned. By 2030, the target is to establish policies for sustainable tourism
that will create jobs. Strengthening domestic financial institutions and increasing Aid for Trade
support for developing countries is considered essential to economic development. The Enhanced
Integrated Framework for Trade-Related Technical Assistance to Least Developed Countries is
mentioned as a method for achieving sustainable economic development.

Goal 9: Industry, Innovation, and Infrastructure

"Build resilient infrastructure, promote inclusive and sustainable industrialization, and
foster innovation".
Manufacturing is a major source of employment. In 2016, the least developed countries had less
"manufacturing value added per capita". The figure for Europe and North America amounted to
US$4,621, compared to about $100 in the least developed countries. The manufacturing of high
7
products contributes 80 percent to total manufacturing output in industrialized economies but
barely 10 percent in the least developed countries. Mobile-cellular signal coverage has improved a
great deal. In previously "unconnected" areas of the globe, 85 percent of people now live in
covered areas. Planet-wide, 95 percent of the population is covered.

Goal 10: Reducing inequalities

"Reduce income inequality within and among countries."

One target is to reduce the cost of exporting goods from least developed countries. "Duty-free
treatment" has expanded. As of 2015, 65 percent of products coming from the least developed
countries were duty-free, as compared to 41 percent in 2005. The target of 3 percent was
established as the cost that international migrant workers would pay to send money home (known
as remittances). However, post offices and money transfer companies currently charge 6 percent
of the amount remitted. Worse, commercial banks charge 11 percent. Prepaid cards and mobile
money companies charge 2 to 4 percent, but those services were not widely available as of 2017 in
typical "remittance corridors."
Goal 11: Sustainable cities and communities
"Make cities and human settlements inclusive, safe, resilient, and sustainable."
The target for 2030 is to ensure access to safe and affordable housing. The indicator named to
measure progress toward this target is the proportion of urban population living
in slums or informal settlements. Between 2000 and 2014, the proportion fell from 39 percent to
30 percent. However, the absolute number of people living in slums went from 792 million in 2000
to an estimated 880 million in 2014. Movement from rural to urban areas has accelerated as the
population has grown and better housing alternatives are available.

Goal 12: Responsible consumption and production

"Ensure sustainable consumption and production patterns."
The targets of Goal 12 include using eco-friendly production methods and reducing the amount of
waste. By 2030, national recycling rates should increase, as measured in tons of material recycled.
Further, companies should adopt sustainable practices and publish sustainability reports. Target
12.1 calls for the implementation of the 10-Year Framework of Programmes on Sustainable
Consumption and Production. This framework, adopted by member states at the United Nations
Conference on Sustainable Development, is a global commitment to accelerate the shift to
sustainable consumption and production in developed and developing countries. In order to
8
generate the collective impact necessary for such a shift, programs such as the One Planet
Network have formed different implementation methods to help achieve Goal 12.

Goal 13: Climate action

"Take urgent action to combat climate change and its impacts by regulating emissions and
promoting developments in renewable energy.”

The UN discussions and negotiations identified the links between the post-2015 SDG process and
the Financing for Development process that concluded in Addis Ababa in July 2015 and the COP
21 Climate Change conference in Paris in December 2015. In May 2015, a report concluded that
only a very ambitious climate deal in Paris in 2015 could enable countries to reach the sustainable
development goals and targets. The report also states that tackling climate change will only be
possible if the SDGs are met. Further, economic development and climate change are inextricably
linked, particularly around poverty, gender equality, and energy. The UN encourages the public
sector to take initiative in this effort to minimize negative impacts on the environment This
renewed emphasis on climate change mitigation was made possible by the partial Sino-
American convergence that developed in 2015-2016, notably at the UN COP21 summit (Paris) and
ensuing G20 conference (Hangzhou). As one of the region’s most vulnerable to the effects of
climate change, the Asia-Pacific region needs more public-private partnerships (PPPs) to
successfully implement its sustainable development initiatives

Goal 14: Life below water

"Conserve and sustainably use the oceans, seas and marine resources for sustainable
development."
Oceans cover 71 percent of the Earth's surface. They are essential for making the planet
liveable. Rainwater, drinking water and climate are all regulated by ocean
temperatures and currents. Over 3 billion people depend on marine life for their livelihood.
Oceans absorb 30 percent of all carbon dioxide produced by humans. Individuals can help the
oceans by reducing their energy consumption and their use of plastics. Nations can also take
action. In Norway, for instance, citizens, working through a web page called finn.no, can earn
money for picking up plastic on the beach. Several countries, including Kenya, have banned the
use of plastic bags for retail purchases. Improving the oceans contributes to poverty reduction, as
it gives low-income families a source of income and healthy food. Keeping beaches and ocean
water clean in less developed countries can attract tourism, as stated in Goal 8, and reduce

9
poverty by providing more employment. The targets include preventing and reducing marine
pollution and acidification, protecting marine and coastal ecosystems, and regulating fishing. The
targets also call for an increase in scientific knowledge of the oceans.

Goal 15: Life on land

"Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests,
combat desertification, and halt and reverse land degradation and halt biodiversity loss."

This goal articulates targets for preserving biodiversity of forest, desert, and mountain eco-
systems, as a percentage of total land mass. Achieving a "land degradation-neutral world" can be
reached by restoring degraded forests and land lost to drought and flood. Goal 15 calls for more
attention to preventing invasion of introduced species and more protection of endangered
species. Forests have a prominent role to play in the success of Agenda 2030, notably in terms of
ecosystem services, livelihoods, and the green economy; but this will require clear priorities to
address key tradeoffs and mobilize synergies with other SDGs.

Goal 16: Peace, justice and strong institutions

"Promote peaceful and inclusive societies for sustainable development, provide access to justice for
all and build effective, accountable and inclusive institutions at all levels."
Reducing violent crime, sex trafficking, forced labor, and child abuse are clear global goals. The
International Community values peace and justice and calls for stronger judicial systems that will
enforce laws and work toward a more peaceful and just society. By 2017, the UN could report
progress on detecting victims of trafficking. More women and girls than men and boys were
victimized, yet the share of women and girls has slowly declined (see also violence against
women). In 2004, 84 percent of victims were females and by 2014 that number had dropped to 71
percent. Sexual exploitation numbers have declined, but forced labour has increased.

Goal 17: Partnerships for the goals

"Strengthen the means of implementation and revitalize the global partnership for sustainable
development.”
Increasing international cooperation is seen as vital to achieving each of the 16 previous goals.
Goal 17 is included to assure that countries and organizations cooperate instead of compete.
Developing multi-stakeholder partnerships to share knowledge, expertise, technology, and
financial support is seen as critical to overall success of the SDGs. Public-private partnerships that
involve civil societies are specifically mentioned.

10
EDUCATIONAL IMPLICATIONS:
Embarking on the path of sustainable development will require a profound transformation of how
we think and act. To create a more sustainable world and to engage with sustainability-related
issues as described in the SDGs, individuals must become sustainability change-makers. They
require the knowledge, skills, values and attitudes that empower them to contribute to
sustainable development. Education, therefore, is crucial for the achievement of sustainable
development. However, not all kinds of education support sustainable development. Education
that promotes economic growth alone may well also lead to an increase in unsustainable
consumption patterns. The now well-established approach of Education for Sustainable
Development (ESD) empowers learners to take informed decisions and responsible actions for
environmental integrity, economic viability and a just society for present and future generations.

The Role of ESD for Achieving the 2030 Agenda:

 ESD enables all individuals to contribute to achieving the Sustainable Development Goals
(SDGs) by equipping them with the knowledge and competencies which are needed to not
only understand what the SDGs are about, but to become engaged in promoting the
transformation needed.
 ESD promotes key competencies needed for achieving the SDGs.
1. Systems thinking competence
2. Anticipatory competence
3. Normative competence
4. Strategic competence
5. Interpersonal competence
6. Personal competence
7. Critical thinking
8. Integrated problem-solving competence

ESD in Secondary Schools :

Mobilizing education to transform the lives of children, youth and adults represents the crux of an ESD
vision (UNESCO, 2012a). And the years of secondary education is considered to be critical in this regard.
For example, in an ASPnet school in Uzbekistan, project-based learning is designed to broaden student
awareness of natural resource issues. This project reflects two key MDG goals: Goal 7 “Ensure
Environmental Sustainability” and Goal 8 “Develop a Global Partnership for Development”
11
At the national level, many ESD policies and programs in secondary education gain legitimacy through their
links with national educational priorities, not necessarily derived from the EFA agenda. ESD values in
Australia were embedded in the subjects that promote multicultural and indigenous education.
In such contexts ESD policies inform and respond to national/ local issues of educational quality, equity and
inclusion. Many governments have also utilized ESD as an umbrella framework to integrate so-called
‘adjectival’ educations in secondary schools: climate change education, health education, peace education,
environmental education, human rights education, global citizenship education, HIV/AIDS education,
multicultural education and so on.

STRATEGIC PLANS FOR IMPLEMENTATION:

The approach follows the general idea of mainstreaming ESD in education systems. First the text
describes the role of policy and points out issues crucial for the successful implementation of
policies, strategies and programmes promoting ESD. Second, it discusses the relevance and the
state of the art of integrating ESD in curricula. Third, the relevance of teacher education and its
opportunities for facilitating ESD are examined. Fourth, the whole-institution approach and action-
oriented transformative pedagogies are presented as key drivers for delivering ESD in the
classroom and other learning settings. Finally, the question of how to assess learning outcomes
and the quality of programmes in the context of ESD is discussed.
Integrating ESD in policies, strategies, and programmes
Policy is a key factor for integrating ESD in all formal, non formal and informal learning settings.
We need relevant and coherent policies to facilitate a change of the education systems. The
Ministries of Education have an important responsibility to ensure that education systems are
prepared for, and responsive to, existing and emerging sustainability challenges. This includes,
among others, integrating ESD into curricula and national quality standards, and developing
relevant indicator frameworks that establish standards for learning outcomes.

Integrating ESD in curricula and textbooks

ESD has to be integrated in all curricula of formal education, including early childhood care and
education, primary and secondary education, technical and vocational education and training
(TVET), and higher education. ESD concerns the core of teaching and learning and should not be
considered as an add-on to the existing curriculum. Mainstreaming ESD requires integrating
sustainability topics into the curricula, but also sustainability-related intended learning outcomes.

12
From the development of sustainability curricula it is expected to “improve the capacity of our
education systems to prepare people to pursue sustainable development.

Integrating ESD in teacher education

Educators are powerful change agents who can deliver the educational response needed to
achieve the SDGs. Their knowledge and competencies are essential for restructuring educational
processes and educational institutions towards sustainability. Teacher education must meet this
challenge by reorienting itself towards ESD. However, efforts to prepare teachers to implement
ESD have not advanced sufficiently. More work still needs to be done to reorient teacher
education to approach ESD in its content and its teaching and learning methods. In order for
teachers to be prepared to facilitate ESD, they must develop sustainability key competencies
(including knowledge, skills, attitudes, values, motivation, and commitment). But in addition to
general sustainability competencies, they also need ESD competencies, which can be described as
a teacher’s capacity to help people develop sustainability competencies through a range of
innovative teaching and learning practices.

Delivering ESD in the classroom and other learning settings

Whole-institution approach ESD is not only about teaching sustainable development and adding
new content to courses and training. Schools and universities should see themselves as places of
learning and experience for sustainable development and should therefore orient all their
processes towards principles of sustainability. For ESD to be more effective, the educational
institution as a whole has to be transformed. Such a whole institution approach aims at
mainstreaming sustainability into all aspects of the educational institution. It involves rethinking
the curriculum, campus operations, organizational culture, student participation, leadership and
management, community relationships and research (UNESCO, 2014a). In this way, the institution
itself functions as a role model for the learners. Sustainable learning environments, such as eco
schools or green campuses, allow educators and learners to integrate sustainability principles into
their daily practices and facilitate capacity-building, competency development and value
education in a comprehensive manner.

13
CONCLUSION
ESD can contribute to achieving the SDGs by, first, developing cross-cutting sustainability
competencies that are needed to deal with many different sustainability challenges and to relate
the different SDGs to each other. Second, ESD can equip learners with the specific cognitive, socio-
emotional and behavioural learning outcomes that enable them to deal with the particular
challenges of each SDG. To make it possible for everyone around the world to take action in favour
of the SDGs, all educational institutions must consider it their responsibility to deal intensively
with sustainable development issues, to foster the development of sustainability competencies
and to develop the specific learning outcomes related to all SDGs. Therefore it is vital not only to
include SDG-related contents in the curricula, but also to use action-oriented transformative
pedagogy. Education officials, policy-makers, educators, curriculum developers and others are
called upon to rethink education in order to contribute to the achievement of the SDGs within
their timeframe, between now and 2030. This guidance provides an orientation to the
sustainability competencies and specific cognitive, socio-emotional and behavioural learning
outcomes that are relevant to this goal, and it outlines what is needed to implement learning for
the SDGs through ESD.

14
 REFERENCES
[1] Barth, M. 2015. Implementing sustainability in higher education: learning in an age of
transformation. London, Routledge.

[2] German-speaking network Teacher Education for Sustainable Development. 2015. Teacher
education for a sustainable development from pilot projects and initiatives to new structures. A
memorandum on reorienting teacher education in Germany, Austria and Switzerland.
http://www.leuphana.de/fileadmin/user_upload/portale/netzwerklena/Memorandum_LeNa_Engl
ish_Stand_

[3] Inter-Agency and Expert Group on SDG Indicators (IAEG-SDGs) 2016. Final list of proposed
Sustainable Development Goal
indicators.http://unstats.un.org/sdgs/indicators/Official%20List%20of%20Proposed%20SDG%20In
dicators.pdf

[4] Tsuneki, H. and Shaw, R. (forthcoming): Current policy development regarding Education for
Sustainable Development and Climate Change Education in Costa Rica. Kyoto, Kyoto University.

[5] UNESCO. 2015b. Thematic Indicators to Monitor the Education2030 Agenda. Technical
Advisory Group Proposal. http://www.uis.unesco.org/Education/Documents/43-indicators-to-
monitoreducation2030.pdf

[6] https://unesdoc.unesco.org/ark:/48223/pf0000247444

15