CLEAN Teleconference Call May 30, 2017
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Highly developed, still developing: education as a mechanism for achieving sustainable development among very highly developed countries and territories
Abstract: In order to be effective, the responsibility for actualizing the United Nations' Sustainable Development Goals (SDGs) cannot lie with developing nations alone. While the focus of the Millennium Development Goals (2000-2015) was on developing nations, shifting to a sustainable development framework will necessitate the inclusion of highly developed nations in initiating an ecologically sustainable global society. Very highly developed countries and territories will need to reposition not only their policy objectives, but also their cultures and learning to achieve sustainable development. This presentation illustrates what approaches would be effective for very highly developed countries and territories in achieving sustainable development, and how education for sustainable development (ESD) can facilitate these initiating approaches. Three of the SDGs are considered in this presentation: climate action, protecting terrestrial ecosystems, and marine conservation. Identifying best practices and making concrete curriculum and pedagogy recommendations will provide a blueprint for how ESD can be used to move towards sustainable development for highly developed countries and territories.
Bio:Philip Vaughter joined the Education for Sustainable Development Programme at the United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS) in June of 2015. A native to Minnesota in the United States, he received an undergraduate degree in biology from Iowa State University in the United States and a post-graduate certificate in Environmental Sciences from University of Victoria in New Zealand before returning to Minnesota to complete his PhD in Conservation Biology with a focus on climate policy and climate literacy in civil society actors.
Before joining UNU-IAS, he worked as a research fellow at York University in Canada. In Canada, his work focused on analyzing the synergies and obstacles in linking local, regional, and national education policies to UN policy objectives. He also investigated the role of Higher Education Institutions (HEIs) in promoting Education for Sustainable Development through curriculum, research, practice, and inter-institutional networks. Philip has taught undergraduate and post-graduate courses in ecology, political science, sociology, and statistics during his graduate and professional career.
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