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Since 2007, the Regional Centre of Expertise on ESD in the Skåne
region (RCE Skåne) has been part of the international network for
promoting sustainable development that was set up on the basis of ideas
from the UNUniversity in Tokyo. Discussions are currently under way
in other parts of Sweden on the establishment of new RCEs.
The Baltic University Programme is an international network
bringing together 225 universities in the Baltic Sea region in an
educational partnership based on sustainable development. CEMUS,
the Student Centre for Environment and Development Studies, is a
unique institution at Uppsala University that also bases its activities
on sustainable development but which is largely run by students.
The Graduate School in Education and Sustainable Development
is the result of a research partnership between eight Swedish
universities working in this field, the aim being to establish a
research environment of international importance. Networks
promoting ESD have also been set up among teachers, teacher
trainers and researchers.
The Life-Link Friendship School, based in Sweden, is an interna-
tional partnership uniting schools from different parts of the world,
all of which seek to encourage ESD. Its project focusing on nine
Arab countries was chosen by UNESCO as an example of good prac-
tice at the organization’s 2009 conference in Bonn.
For the Swedish National Commission for UNESCO, the ESD
issue is a priority. Via a well-established network of contacts with
Swedish agencies and NGOs, this body has exploited opportunities
for promoting ESD throughout the DESD. It has also stressed the
importance of ESD both when engaging in international cooperation
and at UNESCO’s general conferences, including the Bonn meeting
in 2009, at which Sweden was well represented.
The UN General Assembly’s decision to proclaim
a special decade for ESD has always received strong
Swedish support. It has meant that the importance of
environmental education and ESD has been brought to
the fore to an unparalleled extent, both in Sweden and
internationally.
Sweden’s experience of ESD promotion is doubtless
similar to that of other countries around the world.
Strong executive support and encouragement is essential,
from various political levels and from far-sighted politi-
cians and officials in the education sector. At the same
time, however, this must be met by committed, respon-
sible teachers, students and parents who are prepared to
acts as a driving force in preschools, schools, universities
and the business sector. Sweden, which has the poten-
tial to promote ESD successfully, must strive still more
vigorously to ensure that our entire education system
is informed by the sustainable development perspective.
Together, regardless of our place in the education system,
we must constantly keep the future of our children and
grandchildren in mind.
There are six ESD proposals that should be imple-
mented based on Sweden’s experience of ESD promotion
work during the period 2000-2010:
1. Ministers of Education, and their Ministries, should
develop action plans on ESD, giving government
agencies clear roles and responsibilities. All
relevant legislation and regulation must reflect the
importance of ESD
2. Members of Parliament should raise the importance
of ESD with their government
3. Politicians in local and regional government,
especially those responsible for school issues,
need to be made aware that ESD is an important
dimension of quality
4. National government bodies and agencies for
international aid and cooperation, in their
negotiations with the countries receiving support
in the education area, require that educational
activities be informed by the perspective of
sustainable development
5. Conferences dealing with any aspect of sustainable
development should always discuss the importance
of the role of education
6. University management needs to adopt a policy
for ESD work at institutions, but also take part
in discussions and debates with teachers and
researchers on how such a policy might inform the
institution’s entire range of activities.
The DESD represents a golden opportunity for everyone
(committed teachers at all levels, school and university
heads, students, education ministers and other educa-
tion politicians throughout the world) to take these
matters seriously, and to work with others to change
all levels of education systems, so that when students
have completed their training they will truly possess the
ability and will to work actively for sustainable develop-
ment in today’s society.
UNESCO General Conference 2009
Image: Swedish National Commission for UNESCO