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Caribbean Journal of Education

Introduction

Pages: 
v-xii
Publication Date: 
April 2008
Issue: 
Abstract: 

Environmentally related programmes have been part of  the educational landscape in the Caribbean largely in response to a concern about the negative environmental consequences of human activity, and the efforts of Caribbean educators who were influenced by the UNESCO-UNEP International Environmental Programme in the 1980s and 1990s. From science-based ecology and geography education, there has been evolution in the language and activities of the field, with environmental education (EE) taking prominence after an UNESCO-UNEP Intergovernmental Conference on environmental education in Tbilisi in 1977. Following the Rio Earth Summit in 1992, the global environment-related educational movement began to promote education for sustainable development (ESD) or education for sustainability. This evolving concept is seen as an ongoing learning-based process that engages people in determining and working towards their own relevant pathways to sustainable development. In Jamaica, the participatory process that culminated in the National Environmental Education Action Plan for Sustainable Development in 1998 conceptualized programmes and actions as environmental education for sustainable development (EESD). Since UNESCO's proclamation of a Decade of Education for Sustainable Development (2005-2014), it seems that ESD is "supplanting environmental education in the language of environment-related education" (Robottom 2007, p. 90).

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