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| Also known as the "Earth Summit," the 1992 United Nations Conference on Environment and Development (UNCED) held in Rio de Janeiro, Brazil (3-14 June), marked the 20th anniversary of the UN Conference on the Human Environment (Stockholm, 1972). This major Conference was attended by 178 countries, (100 at the level of heads of state), more than 1,000 NGOs, tens of thousands of journalists. The participating world leaders signed five major instruments: The Rio Declaration; Agenda 21; the Framework Convention on Climate Change; the Framework Convention on Biological Diversity and the Statement of Principles on Forests. The Chapter 36 of the “famous” Agenda 21 focuses on education, public awareness and training.
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| The World Conference on Education for All (Jomtien, Thailand, 5-9 March 1990), brought together representatives of governments, international and bilateral development agencies, and non-governmental organizations. The delegates from 155 countries and from approximately 150 organisations adopted the World Declaration on Education for All and the Framework for Action in an effort to universalise primary education and massively reduce illiteracy before the end of the decade.
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| Please also find the Framework for Action that was proposed during the Jomtien Conference, 1990.
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| The world's 1st intergovernmental Conference on EE was held in Tbilisi, Georgia (former USSR), in October 1977. The Tbilisi Declaration, adopted at the close of the Conference, together with two of the recommendations of the Conference provided the framework, principles, and guidelines for EE at all levels (local, national, regional, and international) for all age groups, both inside and outside the formal school system, that had and still have great influence on all the evolutions in the field of EE.
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| The United Nations Conference on the Human Environment (Stockholm, 1972) initiated a growing international interest in the role of education in fostering a sustainable future. Principle 19 of the Stockholm Declaration (1972) calls for environmental education from grade school through adulthood to “broaden the basis for enlightened opinions and responsible conduct by individuals, enterprises and communities in protecting and improving the environment in its full human dimension”.
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| Within the preparation processes for the WSSD (Johannesburg, 2002) MIO-ECSDE launched the ERA-21 Campaign (Education Re-Affirmation for the 21st Century). The main target of the Campaign was the promotion of the vital role of education in building sustainable development. The appeal attached was addressed to governments, international organisations, social partners and all major groups that met during the WSSD. The campaign is still in process.
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| The Belgrade Charter was the outcome of the International Workshop on Environmental Education held in Belgrade, Yugoslavia, 13-22 October 1975. An important stage of the UNESCO-UNEP International Environmental Education Programme (IEEP), this workshop was convened by UNESCO in collaboration with the Centre for International Studies of Belgrade University and attended by 96 participants from around 60 countries.
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| The Europe-wide Global Education Congress was held in the Netherlands (15-17 November 2002) in the context of the MDGs and the outcomes of the WSSD (Johannesburg, 2002) to explore the contents and the roles of global education and to share strategies for improving and increasing global education to the year 2015. The Congress developed the Maastricht Global Education Declaration.
For more information please visit: http://www.globaleducationeurope.net
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| The International Implementation Scheme (IIS) of the United Nations Decade for Sustainable Development (2005-2014) was prepared by UNESCO, as a lead agency for the Decade, in cooperation with a number of relevant Organisations throughout the world. The IIS sets out a broad framework for all partners to contribute to the Decade. It is not prescriptive, but provides overall guidance and shows why, how, when and where the enormous range of partners can develop their contributions based on their particular contexts. It briefly presents the ESD challenge and outlines the kind of education that, collectively, partners consider essential in order to facilitate sustainable development. It addresses the wide range of stakeholders in the Decade and outlines seven key strategies.
For more information please visit: http://portal.unesco.org/education
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| The document explains in a brief but precise way basic concepts and principles related to ESD that are used in the UNECE Strategy.
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