Environmental Sustainability and Education for Waste Management Impl
This book focuses on education for environmental sustainability, in particular the area of solid waste management. Presenting the latest studies from different countries, industries and education sectors on the approaches and innovative ideas to educate f
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Winnie Wing Mui So Cheuk Fai Chow John Chi Kin Lee Editors
Environmental Sustainability and Education for Waste Management Implications for Policy and Practice
Education for Sustainability Series Editors John Chi-Kin Lee, Education University of Hong Kong, Hong Kong, Hong Kong Rupert Maclean, RMIT University, Melbourne, VIC, Australia Peter Blaze Corcoran, Florida Gulf Coast University, Fort Myers, FL, USA
While the Decade of Education for Sustainable Development (DESD) (2005–2014) has been completed, the status and advocacy of education for sustainable development (ESD) remains prominent. The United Nations (UN) goals of Education for All (EFA) and the Millennium Development Goals (MDGs 2000–2015) were complementary and provided a rationale for the importance of environmental education (EE) and education for sustainable development (ESD). The United Nations Educational, Scientific and Cultural Organization’s (UNESCO) Muscat Agreement in 2014 advocated seven global education targets, one of which was to cultivate skills for global citizenship and environmental sustainability. As part of the UN Sustainable Development Goals (SDGs 2015–2030) and as echoed by the Aichi-Nagoya Declaration on Education for Sustainable Development, education is embedded in goals which pertain to biodiversity, sustainable consumption and production, and climate change. Supporting these goals, there is a call for research and development as well as coordinated actions with an emphasis on the principles of human rights, gender equality, democracy, and social justice. There is also a call for attention to the importance and relevance of traditional knowledge and indigenous wisdom in various geographical, socio-cultural, and educational contexts. With this background, and in light of UNESCO’s Education 2030 Agenda (2017), this Education for Sustainability Book Series has been launched. Its purpose is to echo and enhance the global importance of education for a sustainable future as an educational vision. The Series provides insights on a broad range of issues related to the intersection of, and interaction between, sustainability and education. The Series showcases updated and innovative practice, discusses salient theoretical topics, and uses cases as examples. The Series adopts international, environmental education, and lifelong learning perspectives and explores connections with the agenda of education for sustainability and of education for sustainable development. The intended audience includes university academics in educational studies, environmental education, geographical education, science education, curriculum studies, comparative education, educational leadership, and teacher education; the staff of international agencies with responsibilities for education; and school teachers in primary and secondary schools. Supported by the expertise of a distinguished and diverse International Advisory Board, this Series features authoritative and comprehensive global coverage, as well as diversified local, regional, national, and transna
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