13 September 2024
In a crucial step towards advancing education for sustainable development (ESD), UNESCO recently hosted the ESD for 2030 Regional Meeting titled “Transforming the Futures of Education: Mainstreaming Education for Sustainable Development in Learning Systems” in Malaysia. This meeting, held with the aim of integrating sustainability into educational systems, was attended by approximately 100 key leaders, educators, and youth representatives from about 25 countries across the Asia-Pacific region.
The event marked a pivotal moment in ESD efforts, as more than half of the participating countries in the Asia-Pacific confirmed their progress in embedding sustainable development into their education systems. This initiative, aligned with UNESCO’s ESD for 2030 framework, focuses on equipping young learners with the skills needed to foster sustainable economies, equitable societies, and a resilient planet.
Professor Jeffrey D. Sachs, President of the Sustainable Development Solutions Network (SDSN) and Director of Columbia University’s Center for Sustainable Development, called for immediate and increased investment in education during his keynote address. He emphasised the need for a transformative approach to how humanity tackles global issues, remarking that “an evolutionary shift” is required to face the current and future challenges of our planet.
Malaysia, the host country, introduced promising initiatives during the meeting. Sir Jeffery Cheah, KBE, founder of the Sunway Group, unveiled a significant plan under the SDSN to finance the development of a professional ESD training program specifically aimed at in-service teachers within Malaysian national and national-type schools. This move is expected to enhance the capacities of educators in integrating sustainability principles into their daily teaching practices.
Fadzilah Fadzil, Secretary-General of the Malaysian National Commission for UNESCO, echoed the importance of this initiative by highlighting how the country is aligning progressive sustainability goals with traditional madani principles, which emphasise “Sustainability, Care and Compassion, Respect, Innovation, Prosperity, and Trust.” She noted that this approach not only prepares students for a sustainable future but also embeds cultural values in the process.
One of the most compelling discussions at the meeting revolved around a 2021 UNESCO survey that revealed stark gaps in climate education. According to the survey, only 23% of teachers felt adequately prepared to teach climate action, and 70% of young people were unable to explain the fundamentals of climate change. This data underscores the urgency of developing more comprehensive ESD frameworks across the region.
Other countries in the Asia-Pacific are also accelerating their efforts to promote ESD. Indonesia, for instance, has introduced a national implementation guide on Climate Change Education, a key part of the country’s broader ESD initiative aimed at educating schools and stakeholders on the importance of climate resilience. Meanwhile, Tonga shared its successes in integrating ESD into classroom curricula, emphasising the necessity of including sustainable development concepts in lesson planning.
As the region continues to push forward with these initiatives, the UNESCO meeting in Malaysia is a clear indication that ESD is gaining momentum across Asia-Pacific, setting the foundation for more sustainable and resilient societies in the future.
