This paper will highlight the different histories and constituencies of ESD and EFA and look at the work of Unesco in taking forward these two areas of policy and practice to address the Millennium Development Goals(MDGs). From my research, I will explore the potential for the Quality Education agenda to bring together ESD and EFA initiatives in order to address both environmental stewardship and poverty reduction. In so doing, I will seek to show how bringing them together can develop synergy and dynamism towards the achievement of the MDGs.
The paper will examine the implications in areas of policy and practice of the separation (frequently artificial) of EFA and ESD and demonstrate how ESD can add value to EFA and support poverty reduction strategies. It will explore this through a range of geographically and culturally diverse case studies and research from Unesco and from the work of the Education for Sustainability programme at London South Bank University.
In particular , there will be a key focus on how ESD and EFA can build capacity to challenge capability and participatory poverty (Amartya Sen,1999) Further, it will revisit these issues through the work of Paulo Freire on education as the practice of freedom and seek to draw out some lessons for 21st century educators by providing a framework for analysis.
This paper will draw on work completed for a Unesco dialogue paper (2008) on Education for Sustainable Development (ESD) and Education for All(EFA)