In 2001, the United Nations Environment Programme (UNEP) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) created the YouthXchange Initiative to promote sustainable lifestyles among youth (aged 15-24) through education, dialogue, awareness-raising and capacity-building. YouthXchange works with young people, governments, educators, non-governmental organizations, trainers, and youth leaders in more than 50 countries around the world. At the national and local levels, YouthXchange capacity-building activities are secured through a diverse network of partners, and supported by printed YouthXchange publications, such as the flagship YouthXchange Training Kit on Responsible Consumption (translated into more than 20 languages) publication and a bilingual YouthXchange website. In 2011, UNEP and UNESCO started to develop thematic YouthXchange guidebooks, which enable young people to better understand how global issues are connected to their everyday lifestyle choices, as well as regional YouthXchange guidebooks, which are adapted to the realities of the lifestyles of specific regions, with a particular focus on developing and emerging regions
• Considers the causes and effects of climate
change and its human impacts and responses,
while connecting them to lifestyle choices
and the technical and social infrastructures of
• Provides scientific, political, economic,
social, ethical and cultural perspectives on
• Explains complex issues in accessible
language supported by facts, graphics,
images, examples and web links;
• Develops the critical skills young people
need to make personal choices to address
the challenges of climate change
This report contributed to the overall development of the
Sustainable Lifestyles and Education Programme of the 10-Year
Framework of Programmes on Sustainable Consumption and
Production (10YFP) by delivering a better understanding of the
complex relations between lifestyles and sustainability, explaining
the roles of research, policy development, education and civic
action in enabling, strengthening and safeguarding sustainable
It presents the concept of sustainable lifestyles as understood
today; examines common lifestyles issues and differences
between regions; and presents examples of the trends and
innovations that are in place to address them, with a special focus
This report also investigates how transformative learning and
change towards sustainable lifestyles can be accelerated and
enhanced through the initiatives of the Sustainable Lifestyles and
This publication “ABC of SCP” aims to clarify the main terms and concepts related to
sustainable consumption and production, and other terms associated with sustainable
development, and the Commission on Sustainable Development (CSD). The main
objective is to facilitate dialogue and cooperation on SCP between all stakeholders. This
“ABC of SCP” does not pretend to present globally agreed definitions, but rather in most
cases offers working definitions that may continue to evolve.
SCP is one of the main focus areas of the 18th and 19th sessions of the CSD, during which
a proposal for a 10-Year Framework of Programmes on Sustainable Consumption and
Production will be developed and considered. SCP is also permanently on the agenda of
the CSD, as a cross-cutting issue. We hope that the ABC of SCP can facilitate the CSD
discussions and preparation of the “Rio +20” conference as well as your own work.
This report presents the projects developed
by the Taskforce on Sustainable Lifestyles led by
Sweden from 2005 to 2009, as well as its main
conclusions and recommendations. !is work is part
of a global effort to promote Sustainable Consumption
and Production (SCP), the so-called Marrakech Process
led by the United Nations Environment Programme
(UNEP) and the United Nations Department
of Economic and Social Affairs (UNDESA), established
as a response to the 2002 World Summit on Sustainable
Este material educativo, titulado “Consumo Personal y Cambio
Climático: Caja de Herramientas 2 de Metodología Activa” es el
resultado de los aportes, las re!exiones y el trabajo desarrollado
por el Grupo de Trabajo 4a de PERL (Metodologías de Aprendizaje Activo). Esta Caja de Herramientas es parte de una serie de “Cajas
de Herramientas” sobre el tema de desarrollo sostenible y los
estilos de vida responsables.
Esta Caja de Herramientas está diseñada para apoyar y animar a los
maestros, tutores y profesores a integrar algunos de los conceptos
de desarrollo sostenible en la enseñanza y el aprendizaje. Se centra
particularmente en el uso de fotografías y de una amplia gama de
enfoques y estrategias de enseñanza y aprendizaje activos, para
explorar diversos temas como:
! is report was developed by Friends of the Earth Japan (FoE Japan) and the Institute for Global Environmental
Strategies (IGES) with updated case studies as an English-language version of the Japanese report “Yori sukunai
shigen de yori yutakana kurashi wo (A Richer Life with Fewer Resources),” published by FoE Japan in March 2013.
! is report was produced for policymakers, experts, NGOs, and local organizations that are involved in 3R policies
in developing countries in Asia as reference for actions to reduce waste. Although there may be cases that are not
necessarily suitable for the current situation in developing countries in Asia, we expect that this paper will be helpful
as a compilation of specific measures to reduce and prevent wastes.
The overall objective of the REDUCTIONS* project is to identify the potential for absolute
resource and energy use reduction in production-consumption systems at all levels
and to explore ways to realise this potential. The project has the ambition to generate
knowledge-for-action and aims to propose science-based policies and strategies with a
high potential to achieve substantial reductions.
The third White Paper consists of five main sections. Section I puts forward an
overarching hypothesis that sustainable consumption can drive sustainable production
and lead to structural changes in the Asian economy, which in turn will form a virtuous
circle and encourage ever-increasing sustainable consumption. The second section of
the White Paper examines the roles of key stakeholders – consumers, communities,
local governments and businesses, as well as the policy role of national governments in
creating appropriate incentives for change in this direction. The third section examines
sustainable consumption and production in four key sectors – agriculture, forestry, water
resources, and energy. The fourth section of the White Paper examines cross-cutting
themes of climate change and regional integration. The final chapter then attempts to pull
together these diverse strands and to present a coherent set of policy options that will
assist Asia-Pacific to accelerate the urgent need to move towards SCP.
The report presents three country case studies that look at the current institutional frameworks and governmental capacities for implementing effective ESC from P. R. China, Japan and Republic of Korea. Despite diverse policy dialogues and many initiatives on SCP, there is still a lack of knowledge and experience on how we actually can educate nations and their citizens for sustainable consumption. The main research was conducted through survey and interviews with relevant government officials in P. R. China, Japan and Republic of Korea, and it was supported by additional review of current policy frameworks and strategic plans and assessment of training materials/curriculums. This research was conducted in the respective countries by research partners at Beijing Normal University, Tokyo City University and Consumers Union of Korea in close collaboration with IGES.
The promotion of sustainable consumption and green markets has received attention from many national governments including the P. R. China, Japan and the Republic of Korea. All three countries have demonstrated interest and commitment towards shifting to more sustainable patterns of development and have also recognised the importance of sustainable consumption in achieving this. However, ESC still remains a very young and even novel topic that does not yet have substantial policy mandates to ensure its implementation in these countries, and thus there are many opportunities for capacity building to advance effective implementation.
The findings from this research identify key aspects of current governmental context for promoting SC and consumer awareness raising (including relevant policy frameworks, overall strategies, understandings of government officials, and barriers and obstacles to implementation). The three country cases are then analysed in a comparative capacity assessment. The assessment framework is based on the four levers of change identified by UNDP for assessing capacity assets and needs: 1) institutional arrangements, 2) leadership, 3) knowledge, and 4) accountability.
Policy Brief: Quality Education for Sustainable Development, A priority in achieving sustainability and well-being for all
This Policy Brief argues that the foremost priority for educational development should now
be on enhancing quality, transcending past objectives focused primarily on access and
attainment (i.e., Education For All (EFA) and the Millennium Development Goals).
Enhancing Quality Education should become a cornerstone of both the Sustainable
Development Goals (SDGs) and the post-2014 Global Action Programme on ESD for quality
education is essential for further progress across all dimensions of sustainable development.
Enhancing Quality Education can be achieved through integration of a holistic perspective on
education for sustainable development (ESD) and use of measurable learning targets/outcomes.
This Policy Brief presents an ESD Learning Performance Framework (LPF), addressing
both learning processes and educational contents, that provides a roadmap for how stronger
ESD can promote greater educational quality overall.
The effectiveness of Quality Education for Sustainable Development could be significantly
enhanced through applying the LPF to:
Support curriculum developers in designing holistic and relevant school curricula that
includes transformative educational and teaching approaches;
Strengthen teachers competency for ESD through training on the LPF and its application;
Guide school administrators to develop safe learning environments that serve as models
of sustainability and support experiential education;
Encourage education policy makers to consider transformative learning approaches in
educational reforms and the integration of ESD into standard educational policy.
The LPF therefore can facilitate well-informed educational policy making, curriculum
design, course content, teaching pedagogies, and learning environments.
The LPF also provides a basis for developing measurable, qualitative learning targets and progressive
indicators for assessing global progress on DESD, the Global Action Programme on
ESD and the SDGs, as well as monitoring educational performance at national and local levels.
This publication has been prepared as an output of the Asia-Pacific Regional PERL Network,
and has been made possible by the contributions from network members from Northeast Asia.
The contents of this publication are based on the papers and presentations prepared for the
Session on Education for Sustainable Consumption in Northeast Asia at PERL's International
Conference held at Maltepe University, Istanbul, Turkey on the 14-15 March 2011.
This paper argues that SCP should be reflected in the
formulation and implementation of the SDGs. Drawing
from international agreements, practical policy
experience, and research from a range of disciplines,
the intention of this paper is to provide a clarifying
framework for scientifically robust, policy relevant and
practical goal-setting for SCP within the SDGs. Special
attention is given to how SCP in the SDGs can create
synergies with other international policy initiatives. The
paper highlights two possible options: i) SCP as a standalone
goal, and ii) SCP as a cross-cutting objective
embedded within relevant goals. While the two are not
necessarily mutually exclusive, given the competing
number of issues for prioritization and the fact that there
is also a 10-Year Framework of Programmes on SCP, it
is hardly foreseeable that both options can be reflected.
Thus the advantages and disadvantages of each of the
two options are analysed and discussed. Some basic
principles for SCP at a global level are presented, and
some recommendations are provided towards the
formulation of indicators supporting SCP objectives in
Access and attainment of education are fundamental for human well-being, and should be a
priority of the post-2015 development agenda as education is proven to accelerate achievement
of several important development goals.
For education to support the sustainable development goals (SDGs), however, an ambitious
education goal that moves beyond broadening coverage and rather works to improve overall
efficacy of education is essential.
Addressing sustainable development through education requires a qualitative turn in how
education is viewed and contextualized, as quality improvements produce more significant
benefits and often require lower resource costs.
An education SDG should include three dimensions: increasing access and attainment,
improving educational quality, and inspiring transformative learning.
Distinguishing these three dimensions in an SDG can help clarify that education is both
essential for human development and achieving social change towards a sustainable future.
This publication sets out to demonstrate the compelling
business case for eco-innovation and how it can enable
your company to carve out commercially interesting
opportunities. You are presented with examples from
companies that have integrated eco-innovation at the
core of their business strategy. The findings demonstrate
considerable business benefits including: increased
market access, value creation and business growth (with
an average annual growth of 15 % from eco-innovative
companies) along with increased operational resilience.
As a result of eco-innovation, these companies are
developing new solutions and products1 which can
perform above industry standards.
With global resource scarcity and environmental
degradation presenting growing challenges for
business, along with related market and regulatory
pressures, companies are facing a need to think more
strategically about the sustainability of their business.
Eco-innovation can help transform these challenges into
new market opportunities.
The African Development Bank's Strategy for 2013 to 2022 seeks to promote high quality growth in Africa. The Strategy focuses on two overarching objectives to improve the quality of growth across the African continent: inclusive growth, and the transition to green growth. It has five priority pillars which are intended to frame the Bank's country and regional integration strategies: improved infrastructure, governance, private sector development, skills and technology, and regional
integration. And it has three areas of special emphasis: fragile states, agriculture and food security, and gender. Green growth contributes to all of these objectives.
Here and Now! Education for Sustainable Consumption
provides recommendations and guidelines organized into
two main chapters:
(I) Addressing the challenges: is meant for policymakers and contains
rationale for education for sustainable consumption, including
suggestions for action plans;
(II) Optimizing opportunities: is aimed at educational authorities,
teacher trainers, teachers and educators. This chapter contains core
Annexes to Here and Now! have been developed to present an
overview of Relevant Resources and teaching materials providing
references to theoretical research and practical materials, as well as
web links. These annexes are available online at www.unep.fr/scp/
marrakech/taskforces/education.htm education as a separate document.
The purpose of Here and Now! is:
1. to provide policymakers with an instrument to understand the
importance of education for sustainable consumption in supporting
other policy goals such as citizenship and democratic
participation, environmental protection or energy and climate
2. to give policymakers guidance on how to integrate ESC into
existing educational and sustainable development strategies
3. to provide educators with tools and instruments in order to
include ESC in curricula.
This Guidance is a key product of the Think.Eat.Save campaign and the FAO/UNEP Sustainable
Food Systems Programme, as well as the SAVE FOOD Initiative. It provides clear and
comprehensive steps for governments, businesses and other organisations to develop
strategies, programmes and activities to prevent and reduce food and drink waste, and to
achieve the associated financial savings and reductions in environmental impacts.
This is Version
1.0 and the Guidance will be updated in the future, as best practices in food waste prevention
continue to be implemented throughout the world.
The objective of this Guidance is to catalyse action around the world by sharing proven
methodologies for food waste prevention. We hope you will use this resource, take advantage of
our support and share your experiences implementing strategies.
When the elementary school students of today are adults in the year 2020, experts believe the world will be hotter, the weather and climate less stable and that there will be food and water shortages. To make the earth where people will be able to live indefinitely into the future, elementary students need to be made aware of what is happening in the world. Our fervent hope is that this text will play a part in helping these students blossom into individuals who are able to be aware of what is occurring in the world and consistently think of what should be done for mankind and the world. With this in mind, UNESCO (the United Nations Educational, Scientific, and Cultural Organization) and UNEP (the United Nations Environment Programme) came up with the youthXchange, an environmental education program targeting people primarily between the ages of 15 and 25. This is an effort that uses "things" or objects in our everyday lives to get people to think about the planet as well as society and its structure. This project is taking place in 19 countries. For more information in English, take a look at the youthXchange homepage.
The world is facing numerous environmental problems and challenges, ranging from
environmental degradation, climate change and trans-boundary pollution many of which
are driven by increasing population and consumption patterns, and poverty, particularly
in developing countries. These problems and challenges are some of the main factors that
contribute to the need for urgent application of sustainable consumption patterns. The National
Environment Management Council (NEMC) and the United Nations Environment Programme
(UNEP), in close collaboration with the Ministry of Education and Vocational Training
(MoEVT), have developed national guidelines on education for sustainable consumption
(ESC) as part of a pilot project on the Institutional Strengthening of ESC - Advancing ESC
Policy and Implementation Strategies. This UNEP pilot project on ESC has been implemented
globally as a pilot in Chile, Indonesia and Tanzania between 2011 and 2014.
The objectives of these guidelines are to:
-Enable Tanzania to better understand the principles of ESC;;
-Assist in strengthening ESC techniques and teaching methods that incorporate sustainable
consumption and lifestyle choices;; and
-Promote and encourage ESC based on existing pedagogical techniques.
These guidelines aim to contribute to shaping Tanzania's basic education system into one that
promotes attitudes and behaviour that are geared towards a culture of sustainability.
These ESC guidelines have been developed based on the importance, critical contexts and
necessity of enhancing education system as a backbone of consumer education, civic training
and responsibilities and environmental education for better resource use, management and
This book is designed to get primary school students in grades four, five, and six thinking about environmental issues. Specifically, this book is meant for use in classes in social studies and science for grades four, fie and six, and home economics for grades five and six, as well as integrated study time. The hope is that these lessons will spur children to think about the kind of world we want to create in the future. Our sincere hope is that this book will inspire students around the world to think about what they can do to protect the environments and then take action to do so.
The Images and Objects Toolkit is for faqcilitators
and teachers interested in Education for Sustainable
It provides the context for the development of the
toolkit which includes:
• the background to the UN Decade of Education for
• an overview of suitable Education for Sustainable
Step by step instructions for planning and implementing
Education for Sustainable Development activities,
using images and objects, are included together with a
starter kit of sample images.
The PERL Network is a large multi-disciplinary
organisation which has a core of work group members
supported by a larger group which constitutes the
Consultants Network. PERL is coordinated from the
Hedmark University College in Norway. The Norwegian
Ministry of Children, Equality and Social Inclusion also
One of the PERL work groups is focusing on “Active
Learning Methodologies” and its objectives are to develop
resources that build on the student-centred constructive
methods of the original “Images and Objects” Active
Methodology Toolkit1 and the YouthXchange Training
Kit2. This new toolkit aims to promote $nancial literacy.
It provides background information on the need for personal $nance management education, games in
education, as well as an original card game which can be
used in various ways.
This toolkit aims to promote $nancial literacy. It provides
background information on $nancial education, as well
as an original card game which can be used in various
What's the story? Responsible and Sustainable Living: Images and Objects Active Methodology Toolkit 5
This is the fifth toolkit in the series of active methodology toolkits developed by PERL. The toolkit focuses on STORYTELLING as a key teaching and learning strategy, to explore themes related to responsible living and sustainable development. The toolkit includes background information on education for responsible and sustainable living, the Millennium Development Goals (MDGs) and storytelling as an active learning methodology. This background information is intended
to support the student-centered activities in the toolkit. By also including information on the MDGs and a related activity, the broader global context of responsible
and sustainable living can be explored with students.
Looking for Likely Alternatives (LOLA) is an international pedagogical tool for teachers and students hosted by the Sustainable Everyday Project .
LOLA was first launched in 2005 by the Consumer Citizenship Network (CCN). The CCN network of partners continues
today under the Partnership for Education and Research about Responsible Living (PERL) (http://www.perlprojects.org/).
Following the adaptation of LOLA for Ireland, the LOLA toolkit is now being made available through PERL and the CDVEC Curriculum Development Unit for
other countries to adapt and implement as appropriate into their curriculum.
Overview of the LOLA toolkit
The LOLA process requires that students engage in a series of steps to locate, critique and raise awareness of good local case studies about sustainable
living and stewardship of the environment. Good sustainable living and stewardship case studies provide examples of how people can live in a way that meets
present day needs, while caring for the environment and without compromising the ability of future generations to meet their own needs.
This resource offers specific support to achieve the following statements of learning:
All around the world groups of informed, skilled and motivated people are striving to
achieve more responsible ways of living. It is recognized that education is essential to
achieve sustainable development for all. There is also a growing recognition that people
everywhere need to acquire the knowledge and skills to change their consumption
behavior and to become more creative and active citizens.
The question today is what policies and practices are needed to facilitate education for
sustainable living and what lessons can be learned from the experiences already taking
place in different countries.
This brochure mainly focuses on the formal education system and provides an overview of
policies and practices from diverse countries to assist further action around the globe.
The Sustainable Development strategy of Wallonia provides a framework for long-term thinking for all stakeholders concerned about finding solutions to environmental, economic and social challenges by the year 2050. It also provides a galvanizing framework to turn these challenges into economic and social opportunities, and generate a new prosperity which is more respectful of people and their environment.
Five challenges are highlighted in this first strategy: 1) deepening of social divide, 2) climatic disturbances, 3) demographic changes, 4) restoration and protection of biodiversity, 5) energy transition. Seven themes were identified to address these challenges and promote sustainable development in Wallonia among which sustainable consumption and production. For each of these themes, the strategy includes a vision for 2050 that should guide the actions of decision makers in the long run, and an overview of existing quantitative targets between now and 2050.