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8 Centre for Global Sustainability Studies, Universiti Sains Malaysia, USM-APEX Sustainability Roadmap. Penang,
Malaysia: USM, 2009.
9 United Nations Department of Economic and Social Affairs, Division for Sustainable Development, Johannesburg
Plan of Implementation of the World Summit on Sustainable Development (United Nations, 2003).
10 Universiti Sains Malaysia, Transforming Higher Education for a Sustainable Tomorrow 2009: Laying the Foundation,
Penang, Malaysia: USM, 2009.
11 USM Creates World History: Succeeds in Decoding the Rubber Tree Genome, 27 October 2009, available from www.
USM Decodes 2bn Base of Rubber Tree Genome, BioSpectrum Asia
Edition, 2 November 2009, available from
Citizenship Project brings sustainable development education to Malaysia’s youth
1 United Nations (1992). Agenda 21. Rio de Janeiro. Retrieved 20 July 2010 from
2 Brundtland, G. H. (1987). World Commission on Environment and Development: Our Common Future . Oxford
University Press.
3 Mahathir Mohamad (1991). The Way Forward – Vision 2020. Retrieved 20 July 2010 from www.wawasan 2020.
com/vision.
4 Mohd Najib Bin Tun Haji Abdul Razak (2010). Malaysia Green Forum 2010. Speech presented at
the Malaysia Green Forum on 26 April 2010, Putrajaya. Retrieved 20 July 2010 fromwww.pmo.gov.
my/?menu=speech&page=1676&news_id=263&speech_cat=2.
5 Government of Malaysia (2002). National Assessment Reports for the World Summit: Profile on Sustainable Development
Malaysia. Retrieved 10 July 2010 from natl_ assess.
6 Government of Malaysia (2010). New Economic Model. Putrajaya: The National Economic Advisory Council, Prime
Minister’s Department, Malaysia.
7 Government of Malaysia (2010). Tenth Malaysia Plan 2011-2011. Putrajaya: The Economic Planning Unit.
Promoting Earth System Science in Thailand
1 A record of GLOBE Thailand’s work can be seen in the country reports available at
2 For additional information about these programmes, see:
pl?ctry=THandlang=enandnav=1
3
Vietnamese perspectives on ESD
1 As accounted for during the 2009 population census conducted by the General Statistics Office.
2 Vietnam Environment Protection Agency, Báo cáo Hiện trạng môi trường quốc gia 2005 (Report on the National
Biodiversity Status), Hanoi.
3 Nguyen Van Duc, Vice Minister of Natural Resources And Environment, in a speech at the Greater Mekong
Subregion Economic Cooperation Program Second Environment Ministers’ Meeting. Vietnam, 29 January 2008,
4 National Strategy for Environmental Protection to 2010 and Vision towards 2020 as enacted by the Prime Minister
per Decision 256/2003/QĐ-TTg dated 02/12/2003.
5 Strategic Orientation for Sustainable Development in Vietnam, as enacted by the Prime Minister per Decision
153/2004/QD-TTg dated 17/08/2004.
6 Decision 248/QD-TTg dated 24/02/2009.
7 Prime Minister Decision 295/QĐ-TTg dated 11/11/ 2005.
UNEP’s environmental education activities
1 Under the United Nations Decade of Education for Sustainable Development framework, UNEP’s Environmental
Education and Training Unit led the establishment of The Mainstreaming Environment and Sustainability into
African Universities (MESA) partnership, an innovative university-focused partnership initiative for Education
for Sustainable Development across the African continent. The MESA partnership involved UNEP, UNESCO
and the African Association of Universities (AAU). Other partners included the Southern African Development
Community (SADC), the Nile Basin Initiative (NBI), the Global Virtual University (GVU), Leadership for
Environment and Development (LEAD), the United Nations University (UNU), the International Centre for
Research in Agroforestry (ICRAF) and its network, the African Network for Agriculture and Agroforestry Education
(ANAFE). This partnership supports MESA, creating a mechanism and supportive environment for universities to
respond to environment, sustainable development and climate change challenges in Africa. Over the years, MESA
has registered unprecedented success. It now has a membership spanning over 90 universities in Africa.
2 UNEP document, ‘A strategy for positioning environmental education and training as a core service in POW
2010-2013’, P4
3 Kenyatta University, Kenya and University of Gondar, Ethiopia
Child rights and equity through climate change education
1 The discussion of equity issues in this paper is based on the working draft of the UNICEF Education Section
Equity paper, titled Sharpening the Equity Focus in Education. This working draft includes contributions from
various members of the education section and consolidation.
2 Global Monitoring Report (2010). UNESCO.
3 Bekalo and Bangay (2002). Towards effective environmental education in Ethiopia: problems and prospects in
responding to the environment—poverty challenge. International Journal of Educational Development: vol. 22(1),
pp. 35-46.
4 Aggrey and others (2010). An investigation of the poverty-environmental degradation nexus: a case study of
Katonga Basin in Uganda. Research Journal of Environmental and Earth Sciences, vol. 2(2), pp. 82-88.
5 Lange and Tope (2006). The social value of education and human capital. Handbook of Economics of Education,
vol. 1, pp. 459-509; J. Huang, H. and others (2009). A meta-analysis of the effect of education on social capital.
Economics of Education Review, vol. 28, pp. 454-464.
6 Blankespoor, B. and others (2010). The economics of adaptation to extreme weather events in developing
countries. Center for Global Development, Working Paper 199.
7 UNICEF (2009).Child Friendly Schools Reference Manual .
8 Population Reference Bureau (2009). World Population Data Sheet.
Perspectives on higher education for sustainable development: transformation for sustainability
1 See Members of ProSPER. Net:
Australia: RMIT University; China: Institute of Applied Ecology – Chinese Academy of Sciences (IAC-CAS)
and Tongji University; India: TERI University; Indonesia: Universitas Gadjah Mada; Japan: Chubu University,
Hokkaido University, Hosei University, Iwate University, Miyagi University of Education, Nagoya University,
Okayama University, Rikkyo University, Shinshu University, University of Tokyo; Malaysia: Universiti
Sains Malaysia; Philippines: University of the Philippines; Republic of Korea: Yonsei University; Thailand:
Chulalongkorn University; Asia Pacific Region: Asian Institute of Technology and University of South Pacific.
2 Available from
3 The COPERNICUS-CAMPUS initiative was launched in 1993 as a strategy to facilitate engagement of European
universities in environmental education and research. By 2005, 326 universities had signed the COPERNICUS
Charta, whose ten principles include institutional commitment, environmental ethics, education of university
employees, programmes in environmental education, interdisciplinarity, partnerships, continuing education and
technology transfer. For various institutional reasons, COPERNICUS-CAMPUS gradually became dormant.
4 Partners of the 3-Lensus project are: Charles University in Prague, Open University of the Netherlands, Karl-
Franzens University of Graz together with the RCE Graz-Styria, Leuphana University of Lüneburg, University of
Macedonia, and RCE Rhine-Meuse. More information on the 3-Lensus project is available at
5 See
6 For example, a core peer-review process of the Times Higher Education Supplement relies predominantly on
experts from North America, Asia and Europe. Only 10 per cent of its academic experts are from Latin America
and Africa.
7 The AUA (Alternative University Appraisal) Project Mission Statement is as follows: ‘Alternative
University Appraisal seeks to facilitate and encourage institutions of higher education to engage in education
and research for sustainable development and to raise the quality and impact of these activities by providing
benchmarking tools that support diversity of mission, as well as a framework for sharing good practices and
supporting dialogue and self reflection.’
Change for a better world: assessing the contribution of the DESD
1 This was the conclusion of Mulà, I. and Tilbury, D. (2009). A United Nations Decade of Education for Sustainable
Development (2005-2014): What difference will it make? Journal of Education for Sustainable Development, vol. 3(1),
pp. 101-111.
2 The First Global Report was released in October 2009. It is available from:
images/0018/001849/184944e.pdf.
3 See (Phase II of the Global Monitoring and Evaluation Process).
4 Tilbury (2010).Assessing ESD Experiences during the DESD: An Expert Review of Processes and Learning for ESD.
Commissioned by UNESCO, Paris.
5 Prescott-Allen, R. (2002). Wellbeing of Nations. Island Press, New York.
6 UNESCO (2002).Education for Sustainability, From Rio to Johannesburg: Lessons Learnt from a Decade of Commitment,
p.7, UNESCO, Paris.
7 UNESCO (2005) and UNESCO (2009). Bonn Declaration, UNESCO.
8 Wals, A. (2009). Review of Contexts and Structures for Education for Sustainable Development. UNESCO, Paris.
9 These are documented in Tilbury (2010).
10 The term ‘change’ is used here in its broadest sense and refers to changing unsustainable practices that threaten
culture; cultural diversity and quality of life.
11 The term ‘change’ is used here in its broadest sense and acknowledges that in some instances, the terms
‘environmental preservation’ or ‘protection’ would be most appropriate.
12 For example, Fien, J.; Scott, WAH. and Tilbury, D. (1999) Education and Conservation: an Evaluation of the
Contributions of Education Programmes to Conservation within the WWF Network. Gland /Washington: WWF
International &and WWF-US; Warburton, D. (2008). Evaluation of WWF-UK’s Community Learning and Action for
Sustainable Living (CLASL). WWF-UK, Surrey.
13 It is acknowledged that ESD is not often a stand-alone project or effort. ESD can be a strand or component of a
sustainable development initiative.
14 See Tilbury (2010)
Contributing to sustainable development
1 The UN definition of sustainable development (known as the Brundtland definition), Report of the World
Commission on Environment and Development: Our Common future, available from
ocf-ov.htm.
2 The Ahmedabad Declaration 2007: A Call to Action. Fourth International Conference on Environmental Education,
28 November 2007. Available from
3 The Bonn Declaration. World Conference on Education for Sustainable Development, Bonn, Germany, April 2009,
available from
4 Living Sustainably: The Australian Government’s National Action Plan for Education for Sustainability (2009).
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5 Available from
6 Available from
7 Ferreira, J., Ryan, L. and Tilbury, D. (2006).Whole-school Approaches to Sustainability: A Review of Models for
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8 Ferreira, J. and others (2009).Mainstreaming Sustainability into Pre-service Teacher Education in Australia. www.aries.
9 Steele, F. (2010).Mainstreaming Education for Sustainability in Pre-service Teacher Education in Australia: Enablers and
constraints. Available from
10 Thomas, J. and Benn, S. (2009). Education about and for Sustainability in Australian Business Schools Stage 3. Available
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12 Available from
13 The Bonn Declaration. World Conference on Education for Sustainable Development, Bonn, Germany, April 2009.
Available from
14 Available from .
15 Available from
Turning today’s youth into tomorrow’s leaders in ICT for development
1 The World Programme of Action for Youth (WPAY), adopted by the General Assembly, provides a policy
framework and practical guidelines for national action and international support to improve the situation of young
people around the world. The WPAY covers fifteen youth priority areas and contains proposals for action in each
of these areas.
2 Available from
3 Available from
4 Available from
5 Rhee, Hyeun-Suk and Riggings, F. J. (2010). Development of a multi-factor set of country-level ICT human
resource capacity indicators.APCICT e-Co Hub,
set-of-country-level, retrieved 10 February, 2010.
6 Heeks, R. (2008). ICT4D 2.0: The next phase of applying ICT for international development, June 2008. Available
from
7 Available from
8 Countries with Special Needs includes least developed countries, land-locked developing countries and small
island developing states.
9 Available from
Transformative learning
1 New Scientist, 18 October 2008, p. 40.
Education for sustainable development in higher education: the experience of Gulf universities
1 In recognition of the importance of ESD, the United Nations General Assembly declared 2005-2014 the UN Decade