Int Rev Educ (2017) 63:783–792 https://doi.org/10.1007/s11159-017-9691-9 I N T R OD U C TI ON Critical case-studies of non-formal and community learning for sustainable development 1,2 3 • • Arjen E. J. Wals Yoko Mochizuki Alexander Leicht Published online: 16 November 2017 Springer Science+Business Media B.V., part of Springer Nature and UNESCO Institute for Lifelong Learning 2017 With the adoption of the United Nations Sustainable Development Goals (SDGs) in 2015, sustainable development is now undoubtedly at the very top of the global agenda. In light of the far-reaching demands sustainable development places on individuals and societies, it is widely acknowledged that education has a key role to play in the pursuit of sustainable development, even though its meaning is not always agreed upon and even contested (Wals and Benavot 2017). What seems clear is that a major change in mindsets and actions is needed for a development that ensures environmental integrity, economic viability and a just society for present and future generations. Education for Sustainable Development (ESD) is generally regarded as a particularly promising approach in this regard. In fact, ESD has been formally included in the SDGs as part of Target 4.7 of SDG 4 on Education: By
International Review of Education – Springer Journals
Published: Nov 16, 2017
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