Fig  1 Carbon dioxide (CO2) emissions per gross domestic product

Fig. 1 Carbon dioxide (CO2) emissions per gross domestic product (GDP) (2004). CO2 emissions per GDP (1,000 USD) with

Japan’s unit consumption used as the base number of 1.0. Source: IEA Energy Balances of OECD Countries 2003–2004 Fig. 2 Primary energy consumption per GDP (2004). Primary energy consumption (oil equivalent ton) per GDP (1,000 USD) with Japan’s unit consumption used ERK inhibitor as the base number of 1.0. Source: IEA Energy Balances of OECD Countries 2003–2004 The educational process itself has tremendous bearing on the success of such efforts. For many years, I have argued that education need impart only a minimal amount of knowledge per se; what is important is that students acquire the ability to solve problems and improve themselves. This is essential in developed and developing Adriamycin solubility dmso nations alike. In the most impoverished countries, affording children enough time for education is itself a problem, but even in such circumstances,

children must be inculcated with the knowledge they need for their survival. Is this not, after all, the fundamental philosophy behind the UN’s Education for All initiative? Even in developed countries, education, particularly at the primary and secondary levels, must imbue young people with the strength and skills to survive. But it must also foster in them the capacity to empathize with the lives of people in other, poorer countries. This requires educational programs that provide children in developed ADAM7 countries the opportunity to experience the rigors of life without possessions. At the higher education level, volunteer work in developing

countries should be encouraged. In this respect, I am much impressed by the activities in places like Asia and Africa of the Japan Overseas Cooperation Volunteers (JOCV). Efforts by such organizations demand our active support. Specific steps toward sustainable development My experience with ESD in the Asia-Pacific region has taught me that we cannot simply introduce programs like Japan’s Mottainai (Do not Waste) or 3R (Reduce, Reuse, Recycle) campaigns to the most impoverished nations of Asia or Africa and expect them to work. International cooperation that helps these countries develop on their own is the best vehicle for assisting them. That, I believe, is the path to sustainable development. Sustainable development, above all, is a challenge to our approach to development. It does not reject development out of hand, but demands a new form of it that utilizes local VX-680 datasheet resources as efficiently as possible while minimizing the impact of development on the environment. This means that sustainable development could, in fact, be key to surmounting the ‘North–South’ problem. The fundamental task of education for sustainable development is, therefore, to contemplate how to maintain global sustainability while continuing development, which is, after all, the basis for human survival.

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